Early Childhood Education Journal最新文献

英文中文

Mapping Iranian Bilingual Mother-Child Dyads’ Funds of Identity during Extramural Informal Digital Learning of English 伊朗双语母子在校外非正式数字英语学习中的身份来源研究

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Education Journal

Pub Date : 2025-11-04 DOI: 10.1007/s10643-025-02006-6

Ali Soyoof, Afsheen Rezai, Barry Lee Reynolds, Boris Vazquez-Calvo

引用次数: 0

Does the “Where” Matter? School-Based Pre-K Versus Center-Based Pre-K and its Link To Students’ Absenteeism “在哪里”很重要吗？基于学校的学前教育与基于中心的学前教育及其与学生缺勤的关系

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Education Journal

Pub Date : 2025-11-03 DOI: 10.1007/s10643-025-02001-x

Michael Gottfried, Phil Kim, Michael Little, Lora Cohen-Vogel, Sam K. Powers

It is well established that school absenteeism negatively shapes student outcomes. Yet, students continue to miss school at alarmingly high rates, underscoring the urgency of identifying settings that may improve attendance. To contribute to this, using nationally representative data, we investigated the relationship between going to Pre-K and absenteeism in kindergarten through 2nd grade, as well as whether the type of Pre-K setting played a role in later attendance. Our findings suggest that children who attended Pre-K had lower absenteeism rates in the early elementary years compared to those who did not participate in any Pre-K program. Importantly, the setting of the Pre-K program—whether school-based (SBPK) or center-based (CBPK)—did not significantly predict differences in absenteeism. These results suggest that while Pre-K participation itself may link to lower absenteeism, the specific type of Pre-K setting may not.

旷课对学生的学习成绩产生负面影响，这是众所周知的。然而，学生的缺课率仍然高得惊人，这凸显了确定可能提高出勤率的环境的紧迫性。为了对此做出贡献，我们使用具有全国代表性的数据，调查了幼儿园到二年级的学前班和缺勤之间的关系，以及学前班设置的类型是否对后来的出勤率起作用。我们的研究结果表明，参加过学前教育的孩子在小学早期的缺勤率比没有参加过学前教育的孩子要低。重要的是，学前教育项目的设置——无论是以学校为基础的（SBPK）还是以中心为基础的（CBPK）——并没有显著地预测缺勤的差异。这些结果表明，虽然学前教育本身可能与较低的缺勤率有关，但特定类型的学前教育环境可能与之无关。

引用次数: 0

Project MathPack: Examining Play-Based Mathematics Interactions in Home Environments 项目MathPack：检查在家庭环境中基于游戏的数学互动

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Education Journal

Pub Date : 2025-10-31 DOI: 10.1007/s10643-025-01978-9

Sandra M. Linder, Dani M. Larson, Kafayat A. Adesina, Lauretta Osho, Yamil Ruiz

引用次数: 0

The Influence of Norwegian Kindergarten Staff Gender on Girls’ and Boys’ Physical Activity: What Accelerometer Measurements Reveal 挪威幼儿园工作人员性别对女童和男童体育活动的影响：加速度计测量的启示

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Education Journal

Pub Date : 2025-10-31 DOI: 10.1007/s10643-025-01999-4

Bente G. Kvitvær Nordmo, Aud Torill Meland, Shaher Ahmmad Ibrahim Shalfawi

This case study investigates the impact of Norwegian female and male kindergarten staff on the physical activity levels of 3–5-year-old girls and boys when they promote physical activity in the outdoor playground of the kindergarten. The study included 50 children (28 girls and 22 boys) and 10 adults (8 females and 2 males). Accelerometers (Acti-Graph GT 1 M) were used for unbiased measurements of physical activity. Direct, systematic observation was used to note the time and type of physical activity. A total of 177 observations were noted. Both girls and boys had statistically significantly higher activity levels when male staff promoted the activities ( p = 0.004, 95% CI: -304—-2180). All children were statistically significantly more active during “spontaneous physical play” when the activity was initiated by male kindergarten staff, ( p = 0.025, 95% CI: -114—-3076). Boys had no marked difference in physical activity levels regarding the type of activity, regardless of whether female or male staff promoted the activity. Compared with female staff, girls had statistically significantly higher activity levels during “spontaneous physical play” when male staff promoted the activity ( p = 0.047, 95% CI -461—-3757). More research is needed to confirm these findings.

本案例研究调查了挪威幼儿园男女工作人员在幼儿园户外操场促进体育活动时对3 - 5岁女童和男童身体活动水平的影响。该研究包括50名儿童（28名女孩和22名男孩）和10名成年人（8名女性和2名男性）。加速度计（actii - graph GT 1m）用于无偏测量体力活动。直接、系统的观察用于记录身体活动的时间和类型。共注意到177项意见。当男性员工推动活动时，女孩和男孩的活动水平在统计学上都有显著提高（p = 0.004, 95% CI: -304—2180）。当男性幼儿园工作人员发起“自发身体游戏”时，所有儿童在统计上都更加活跃（p = 0.025, 95% CI: -114—3076）。无论女性或男性员工是否促进活动，男孩的体育活动水平在活动类型方面没有显着差异。与女性员工相比，在男性员工的推动下，女孩在“自发身体游戏”中的活动水平显著高于女性员工（p = 0.047, 95% CI -461—3757）。需要更多的研究来证实这些发现。

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引用次数: 0

Kindergarten Teachers’ Perceptions of Quality and Trust in their Relationships with Mothers and Fathers: Associations with Children’s Self-Perception and Behaviors 幼儿园教师对父母关系的质量和信任感知：与儿童自我感知和行为的关联

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Education Journal

Pub Date : 2025-10-31 DOI: 10.1007/s10643-025-02040-4

Ifat Weisberger, Yair Ziv

Teachers’ relationships with parents are crucial for kindergarten children’s adjustment and school readiness. This study examined teachers’ perceptions of the quality and trust of their relationships with mothers and fathers, and how these perceptions relate to children’s developmental outcomes. Participants were recruited from northern Israel and included 65 kindergarten teachers and 231 children (aged 53–82 months). Teachers reported on their relationships with both parents and children’s approaches to learning and social behaviors, while children’s self-perception was directly assessed through interviews. Results revealed that teachers reported higher quality and greater trust in their relationships with mothers than with fathers. Teachers perceived relationship quality with mothers was associated with fewer internalizing and more prosocial behaviors, whereas perceived trust in relationships with fathers was associated with fewer externalizing and more prosocial behaviors. Only teachers’ perceptions of quality and trust in relationships with mothers were correlated with children’s self-perception. Moderation analyses revealed that teacher-mother relationships were more strongly related to approaches to learning in children with higher self-perception, while relationships with both parents were more strongly associated with prosocial behaviors in children with lower self-perceptions. The results underscore that teachers’ relationships with both mothers and fathers collectively provide more comprehensive support for children’s development.

教师与家长的关系对幼儿园儿童的适应和入学准备至关重要。本研究考察了教师对他们与父母关系的质量和信任的看法，以及这些看法与儿童发展结果的关系。参与者从以色列北部招募，包括65名幼儿园教师和231名儿童（53-82个月）。教师报告了他们与家长和孩子的学习方法和社会行为的关系，而孩子的自我认知是通过访谈直接评估的。结果显示，教师与母亲的关系比与父亲的关系质量更高，信任度也更高。教师感知到的与母亲的关系质量与内化行为减少和亲社会行为增加有关，而与父亲关系的感知信任与外化行为减少和亲社会行为增加有关。只有教师对母亲关系质量和信任的感知与儿童的自我感知相关。适度分析显示，在自我认知水平较高的儿童中，师母关系与学习方法的关系更为密切，而在自我认知水平较低的儿童中，与父母双方的关系与亲社会行为的关系更为密切。结果强调，教师与母亲和父亲的关系共同为儿童的发展提供了更全面的支持。

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引用次数: 0

When Do Children Forgive: The Impact of the Transgressor’s Intention and Authority on Children’s Forgiveness 孩子何时宽恕：冒犯者的意图和权威对孩子宽恕的影响

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Education Journal

Pub Date : 2025-10-29 DOI: 10.1007/s10643-025-02007-5

Xiulan Cheng, Lu Wang, Mengyan Fang, Zhuo Chen

引用次数: 0

Still Life and Human Rights in Early Childhood: An Arts-based Study on the Passage of Time and the Relationship Between Life and Death 幼儿静物与人权：时间流逝与生与死关系的艺术研究

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Education Journal

Pub Date : 2025-10-29 DOI: 10.1007/s10643-025-02031-5

José María Mesías-Lema, Carla Álvarez-Barrio, Mónica López-Portas

This article reports on an Arts-based Educational Research (ABER) study about how the passage of time is perceived in young children’s minds and its relationship to issues of life and death, through a slow pedagogy approach. The study was conducted at a country preschool and involved children aged 3 to 6 years ( N = 24). The research used still life and other artistic practices to make abstract concepts such as change and transformation visible and tangible for the children. The aim of these arts-based activities was to open up spaces for respectful, adapted dialogue among the children regarding their concerns about the passage of time and death, in keeping with their human rights. The methodology is based on four concepts taken from contemporary artistic practice: visual data in the form of photography and drawing; collective artistic creation resulting in a piece of video art; analysis of the children’s perception of death through personal narratives; and photographic documentation of the pedagogical activities involved. The results showed an evolution over the course of the study among each age and developmental cohort of children in their ideas about the passage of time towards a more precise, nuanced understanding of the concept. The findings demonstrate the effectiveness of slow, contemporary arts-based pedagogy as a way of addressing complex and sensitive issues and ensuring opportunities to talk about death as a fundamental human right.

本文报道了一项以艺术为基础的教育研究（ABER）的研究，该研究通过慢速教学法研究了幼儿如何感知时间的流逝及其与生死问题的关系。该研究在一所乡村幼儿园进行，涉及3至6岁的儿童（N = 24）。该研究使用静物和其他艺术实践，使变化和转变等抽象概念对孩子们可见和有形。这些以艺术为基础的活动的目的是在符合儿童人权的情况下，为儿童之间就他们对时间流逝和死亡的关切进行尊重和适应的对话开辟空间。该方法基于当代艺术实践中的四个概念：以摄影和绘画形式呈现的视觉数据；集体艺术创作产生一件录像艺术；通过个人叙事分析儿童对死亡的感知以及所涉及的教学活动的摄影记录。结果显示，在研究过程中，不同年龄和发育阶段的儿童对时间流逝的看法朝着更精确、更细致的理解方向发展。研究结果表明，以当代艺术为基础的缓慢教学法是一种有效的方法，可以解决复杂和敏感的问题，并确保有机会将死亡作为一项基本人权来讨论。

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引用次数: 0

Family Involvement in Early Childhood Education: A Systematic Review of its Measurement 儿童早期教育中的家庭参与：测量方法的系统回顾

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Education Journal

Pub Date : 2025-10-29 DOI: 10.1007/s10643-025-02024-4

Andrea Otero-Mayer, Ana González-Benito, Belén Gutiérrez-de-Rozas, Eva Expósito-Casas

引用次数: 0

Crisis, Policy, and Practice: Early Learning and Childcare in Scotland during the COVID-19 Pandemic 危机、政策和实践：2019冠状病毒病大流行期间苏格兰的早期学习和儿童保育

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Education Journal

Pub Date : 2025-10-27 DOI: 10.1007/s10643-025-02041-3

Gizem Silistire

引用次数: 0

Linking Teacher-Child Relationships and Instructional Quality to Preschoolers’ Math Skills: Insights from South Korea 将师生关系和教学质量与学龄前儿童数学技能联系起来：来自韩国的见解

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Education Journal

Pub Date : 2025-05-24 DOI: 10.1007/s10643-025-01929-4

Haesung Im, Jieun Choi, Kyong-Ah Kwon

While teacher-child relationships vary across sociocultural contexts, most research has focused on Western settings. Given Korea’s collectivistic culture and the hierarchical nature of adult-child relationships, this study examined how teacher and child perceptions of their relationships influence children’s math skills mediated by instructional quality. Participants included 283 children and 16 preschool teachers. Findings reveal that child-perceived negativity and conflict were negatively associated with children’s math skills, with concept development mediating these effects. In contrast, teacher-perceived closeness and conflict did not have a direct effect on math skills. These results underscore the critical role of children’s perceptions in math development, particularly in Korean cultural contexts. We discussed nuanced approaches for teachers to respond to children’s perceived conflict in collectivistic and hierarchical cultural contexts, such as Korea.

虽然师生关系在不同的社会文化背景下有所不同，但大多数研究都集中在西方环境下。鉴于韩国的集体主义文化和成人-儿童关系的等级性质，本研究考察了教师和儿童对其关系的看法如何影响由教学质量介导的儿童数学技能。参与者包括283名儿童和16名幼儿园教师。研究结果显示，儿童感知的消极和冲突与儿童的数学技能呈负相关，概念发展介导了这些影响。相比之下，教师感知的亲密和冲突对数学技能没有直接影响。这些结果强调了儿童的认知在数学发展中的关键作用，特别是在韩国文化背景下。我们讨论了教师在集体主义和等级文化背景下（如韩国）应对儿童感知冲突的微妙方法。

引用次数: 0

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