Pub Date : 2025-11-14DOI: 10.1007/s10643-025-02028-0
Sarai Coba-Rodriguez, Elizabeth Cambray–Engstrom
This qualitative study examines how 17 Latina mothers define parental involvement and engage with their children’s Head Start program. Findings indicate that Latina Head Start mothers conceptualize an involved parent as one who dedicates time to their children, fosters open communication, understands their interests, and remains aware of their friendships. Parental involvement also includes maintaining communication with teachers and participating in school-based activities. While all mothers in our study were actively engaged in their children’s learning at home, few participated in Head Start activities due to work and school schedules, life events, and language barriers. Although these barriers are well-documented, our study highlights a critical yet often overlooked perspective: rather than questioning Head Start’s flexibility and accessibility, mothers attributed their limited school participation to their own personal constraints. This self-blame may reflect a broader systemic issue in how spaces structure family involvement, often reinforcing a deficit-based narrative rather than addressing institutional barriers.
{"title":"“How is Preschool Going?”: Latina Mothers’ Understanding and Practices of Parental Involvement in Head Start","authors":"Sarai Coba-Rodriguez, Elizabeth Cambray–Engstrom","doi":"10.1007/s10643-025-02028-0","DOIUrl":"https://doi.org/10.1007/s10643-025-02028-0","url":null,"abstract":"This qualitative study examines how 17 Latina mothers define parental involvement and engage with their children’s Head Start program. Findings indicate that Latina Head Start mothers conceptualize an involved parent as one who dedicates time to their children, fosters open communication, understands their interests, and remains aware of their friendships. Parental involvement also includes maintaining communication with teachers and participating in school-based activities. While all mothers in our study were actively engaged in their children’s learning at home, few participated in Head Start activities due to work and school schedules, life events, and language barriers. Although these barriers are well-documented, our study highlights a critical yet often overlooked perspective: rather than questioning Head Start’s flexibility and accessibility, mothers attributed their limited school participation to their own personal constraints. This self-blame may reflect a broader systemic issue in how spaces structure family involvement, often reinforcing a deficit-based narrative rather than addressing institutional barriers.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"56 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145515846","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}
{"title":"Practices, Perspectives and Perceived Difficulties in Early Detection of Autism among Early Childcare and Education Providers in France","authors":"Quentin Guillon, Tanguy Fontaine, Fanny Riou, Bernadette Rogé, Magali Batty, Sophie Baduel","doi":"10.1007/s10643-025-02050-2","DOIUrl":"https://doi.org/10.1007/s10643-025-02050-2","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"102 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145515848","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 : 2025-11-12DOI: 10.1007/s10643-025-02037-z
Alexis Merculief, Javier Omar, Gladys Aguilar, Lily Steyer, Jelena Obradović
Racial disparities in educational outcomes persist in the United States. However, little is known about race-related beliefs among early childhood educators (ECEs). ECEs serve as the first representatives of formal education for children from racially and ethnically minoritized backgrounds, even as they navigate a highly stressful and under-supported profession. This study examined race-related beliefs among a racially and ethnically diverse sample of 146 ECEs working in a large urban school district, and investigated differences in race-related beliefs by ECE age, tenure, education, and race/ethnicity. Participating ECEs identified as Asian (43.4%), White (24.0%), Latine (18.6%), and Black (14.0%). Approximately 40% had earned a graduate degree. Subsequent study aims utilized linear regression models to examine ECE daily stressors and burnout symptoms as predictors of race-related beliefs, controlling for ECE race/ethnicity, age, and education. Results demonstrated that ECEs generally reported equitable race-related beliefs. However, older ECEs, ECEs with less than a graduate degree, and ECEs identifying as Asian were also more likely to espouse inequitable beliefs. Controlling for age, race/ethnicity, and education, greater burnout (emotional exhaustion and depersonalization) was related to greater alignment with meritocracy beliefs, more cultural deficit beliefs, and a belief that racism is no longer a problem in America. ECE daily stressors were not significantly related to any race-related beliefs. Findings from the present study highlight areas for intervention to increase equity, including increasing opportunities for higher education for ECEs, and implementing system-wide supports to reduce burnout.
{"title":"Early Childhood Educator Stress, Burnout, and Racial Equity Beliefs","authors":"Alexis Merculief, Javier Omar, Gladys Aguilar, Lily Steyer, Jelena Obradović","doi":"10.1007/s10643-025-02037-z","DOIUrl":"https://doi.org/10.1007/s10643-025-02037-z","url":null,"abstract":"Racial disparities in educational outcomes persist in the United States. However, little is known about race-related beliefs among early childhood educators (ECEs). ECEs serve as the first representatives of formal education for children from racially and ethnically minoritized backgrounds, even as they navigate a highly stressful and under-supported profession. This study examined race-related beliefs among a racially and ethnically diverse sample of 146 ECEs working in a large urban school district, and investigated differences in race-related beliefs by ECE age, tenure, education, and race/ethnicity. Participating ECEs identified as Asian (43.4%), White (24.0%), Latine (18.6%), and Black (14.0%). Approximately 40% had earned a graduate degree. Subsequent study aims utilized linear regression models to examine ECE daily stressors and burnout symptoms as predictors of race-related beliefs, controlling for ECE race/ethnicity, age, and education. Results demonstrated that ECEs generally reported equitable race-related beliefs. However, older ECEs, ECEs with less than a graduate degree, and ECEs identifying as Asian were also more likely to espouse inequitable beliefs. Controlling for age, race/ethnicity, and education, greater burnout (emotional exhaustion and depersonalization) was related to greater alignment with meritocracy beliefs, more cultural deficit beliefs, and a belief that racism is no longer a problem in America. ECE daily stressors were not significantly related to any race-related beliefs. Findings from the present study highlight areas for intervention to increase equity, including increasing opportunities for higher education for ECEs, and implementing system-wide supports to reduce burnout.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"112 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145492512","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 : 2025-11-12DOI: 10.1007/s10643-025-02051-1
Laure Geirnaert, Felien Laureys, Jochen Devlieghere, Matthieu Lenoir, Eline Coppens
{"title":"Teacher Perspectives on Integrating Toddler Motor Development in Pre-Service Educational Programs for Childcare Professionals: A Structured Interview Study","authors":"Laure Geirnaert, Felien Laureys, Jochen Devlieghere, Matthieu Lenoir, Eline Coppens","doi":"10.1007/s10643-025-02051-1","DOIUrl":"https://doi.org/10.1007/s10643-025-02051-1","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"138 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145492514","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 : 2025-11-09DOI: 10.1007/s10643-025-02015-5
Mustafa Ulusoy, Ayşegül Bayraktar Sullivan, Fitnat Gürgil Ulusoy
{"title":"Effects of Retelling in Writing and Drawing on Second Graders’ Reading Comprehension and Reading Attitudes","authors":"Mustafa Ulusoy, Ayşegül Bayraktar Sullivan, Fitnat Gürgil Ulusoy","doi":"10.1007/s10643-025-02015-5","DOIUrl":"https://doi.org/10.1007/s10643-025-02015-5","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"40 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145472912","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 : 2025-11-09DOI: 10.1007/s10643-025-02058-8
Jennifer A. Kaminski, Vladimir M. Sloutsky
The present study examined children’s learning and transfer of a non-symbolic mathematical relation from displays of either rich, colorful, familiar objects or simple, generic objects. The results demonstrate that 5-year-old children who learned with rich displays were less able to transfer relational knowledge to displays involving novel objects than those who learned with simple displays. An examination of 5-year-olds’ eye gaze behaviour in a same/different judgment task suggests that images of rich objects result in less efficient behaviour than images of simple objects. Participants looked longer at object features and were slower responding on questions with rich objects than on questions with simple objects. Furthermore, participants who learned with rich objects were either less accurate or slower on subsequent questions than their counterparts who learned with simple objects. These findings suggest that for young children, rich, colorful objects may hinder transfer of a simple non-symbolic mathematical relation by pulling attention to salient object features.
{"title":"Children’s Acquisition of a Novel Mathematical Relation from Images of Simple Versus Rich Objects","authors":"Jennifer A. Kaminski, Vladimir M. Sloutsky","doi":"10.1007/s10643-025-02058-8","DOIUrl":"https://doi.org/10.1007/s10643-025-02058-8","url":null,"abstract":"The present study examined children’s learning and transfer of a non-symbolic mathematical relation from displays of either rich, colorful, familiar objects or simple, generic objects. The results demonstrate that 5-year-old children who learned with rich displays were less able to transfer relational knowledge to displays involving novel objects than those who learned with simple displays. An examination of 5-year-olds’ eye gaze behaviour in a same/different judgment task suggests that images of rich objects result in less efficient behaviour than images of simple objects. Participants looked longer at object features and were slower responding on questions with rich objects than on questions with simple objects. Furthermore, participants who learned with rich objects were either less accurate or slower on subsequent questions than their counterparts who learned with simple objects. These findings suggest that for young children, rich, colorful objects may hinder transfer of a simple non-symbolic mathematical relation by pulling attention to salient object features.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"8 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145472916","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 : 2025-11-08DOI: 10.1007/s10643-025-02056-w
Amanda A. Olsen, Rachel M. Wong
{"title":"First-Grade Mathematics Achievement Through the Lens of Student-Teacher Relationships and Years of Teaching Experience","authors":"Amanda A. Olsen, Rachel M. Wong","doi":"10.1007/s10643-025-02056-w","DOIUrl":"https://doi.org/10.1007/s10643-025-02056-w","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"161 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145472973","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 : 2025-11-07DOI: 10.1007/s10643-025-02052-0
Booyoung Lim, Vickie E. Lake, Anne Moffitt
{"title":"Navigating Childcare: Understanding Myanmar Refugee Families’ Early Education Choices","authors":"Booyoung Lim, Vickie E. Lake, Anne Moffitt","doi":"10.1007/s10643-025-02052-0","DOIUrl":"https://doi.org/10.1007/s10643-025-02052-0","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"46 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145472970","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 : 2025-11-07DOI: 10.1007/s10643-025-02036-0
Jennifer J. Chen, Victoria Delaney
Artificial intelligence (AI)-powered tools are becoming increasingly ubiquitous in children’s environments. However, three issues remain to be addressed: (1) an “AI divide” in access and use of AI for learning between socioeconomically advantaged and disadvantaged children, (2) accessibility and opportunity gaps in AI literacy acquisition between these two groups, and (3) an ethical gap in AI use by children. In this review- and policy-based article, we first synthesize some current research on AI applications in early childhood education (ECE), with a focus on equity, AI literacy, and ethical concerns. We then provide actionable policy recommendations for education leaders and practical guidance for teachers. Specifically, we encourage education leaders to apply an equity lens by affording children and teachers AI-related resources and opportunities to develop AI literacy. This affordance can, in turn, empower teachers to engage children in leveraging developmentally appropriate AI tools for exploration and learning. Furthermore, we recommend that education leaders invest in AI infrastructure for teachers as well as children (and their families) that provides clear guidelines in promoting ethical, safe, and responsible use of AI. In particular, we advocate focusing on five key priority areas — AI infrastructure, teacher capacity, teaching sensitivity, AI safety and security guardrails, and strong teacher-parent partnerships.
{"title":"Leveraging AI to Enhance Children’s Learning: Anchoring Policy and Practice in Equity, AI Literacy, and Ethics for Education Leaders and Teachers","authors":"Jennifer J. Chen, Victoria Delaney","doi":"10.1007/s10643-025-02036-0","DOIUrl":"https://doi.org/10.1007/s10643-025-02036-0","url":null,"abstract":"Artificial intelligence (AI)-powered tools are becoming increasingly ubiquitous in children’s environments. However, three issues remain to be addressed: (1) an “AI divide” in access and use of AI for learning between socioeconomically advantaged and disadvantaged children, (2) accessibility and opportunity gaps in AI literacy acquisition between these two groups, and (3) an ethical gap in AI use by children. In this review- and policy-based article, we first synthesize some current research on AI applications in early childhood education (ECE), with a focus on equity, AI literacy, and ethical concerns. We then provide actionable policy recommendations for education leaders and practical guidance for teachers. Specifically, we encourage education leaders to apply an equity lens by affording children and teachers AI-related resources and opportunities to develop AI literacy. This affordance can, in turn, empower teachers to engage children in leveraging developmentally appropriate AI tools for exploration and learning. Furthermore, we recommend that education leaders invest in AI infrastructure for teachers as well as children (and their families) that provides clear guidelines in promoting ethical, safe, and responsible use of AI. In particular, we advocate focusing on five key priority areas — AI infrastructure, teacher capacity, teaching sensitivity, AI safety and security guardrails, and strong teacher-parent partnerships.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"217 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145472987","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：