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}
Pub Date : 2025-11-06DOI: 10.1007/s10643-025-02048-w
Michelle Schladant, A. Garilli, G. Balzano, R. Natale, B. Elbaum
This study examined teachers’ ( n = 19), and peer coaches’ ( n = 10) perceptions of a job-embedded peer coaching professional development intervention designed to support teachers’ assistive technology (AT) use in inclusive preschool classrooms. Under this professional development model, school-based personnel, trained as coaches, supported teachers' AT use. The six-month professional development intervention combined online learning modules, access to AT tools, and structured peer coaching cycles. Data from participant focus groups and teachers’ written reflections were analyzed using thematic analysis. Findings revealed teachers’ and coaches’ agreement that the job-embedded coaching intervention expanded teachers' understanding and use of a range of AT and enhanced student engagement, communication, and participation. At the same time, participants noted multiple barriers to optimal implementation of the model, including time constraints, classroom management challenges, and staffing shortages. Study findings support the promise of job-embedded peer coaching for AT implementation while underscoring the critical need for structural reforms that are essential for peer coaching to reach its full potential.
{"title":"Job-embedded Peer Coaching Professional Development to Support Preschool Assistive Technology Use: Teachers’ and Peer Coaches’ Perceptions","authors":"Michelle Schladant, A. Garilli, G. Balzano, R. Natale, B. Elbaum","doi":"10.1007/s10643-025-02048-w","DOIUrl":"https://doi.org/10.1007/s10643-025-02048-w","url":null,"abstract":"This study examined teachers’ ( <jats:italic>n</jats:italic> = 19), and peer coaches’ ( <jats:italic>n</jats:italic> = 10) perceptions of a job-embedded peer coaching professional development intervention designed to support teachers’ assistive technology (AT) use in inclusive preschool classrooms. Under this professional development model, school-based personnel, trained as coaches, supported teachers' AT use. The six-month professional development intervention combined online learning modules, access to AT tools, and structured peer coaching cycles. Data from participant focus groups and teachers’ written reflections were analyzed using thematic analysis. Findings revealed teachers’ and coaches’ agreement that the job-embedded coaching intervention expanded teachers' understanding and use of a range of AT and enhanced student engagement, communication, and participation. At the same time, participants noted multiple barriers to optimal implementation of the model, including time constraints, classroom management challenges, and staffing shortages. Study findings support the promise of job-embedded peer coaching for AT implementation while underscoring the critical need for structural reforms that are essential for peer coaching to reach its full potential.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"93 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145448135","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 : 2025-11-05DOI: 10.1007/s10643-025-02029-z
Paul H. Ricks, Lynne M. Watanabe Kganetso, Terrell A. Young
{"title":"Beyond the Facts: What Makes Good Expository Books for Young Learners?","authors":"Paul H. Ricks, Lynne M. Watanabe Kganetso, Terrell A. Young","doi":"10.1007/s10643-025-02029-z","DOIUrl":"https://doi.org/10.1007/s10643-025-02029-z","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"28 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145441161","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 : 2025-11-05DOI: 10.1007/s10643-025-02033-3
Konstantina Rentzou, Efthymia Tsiara Tsiara, Daniel Barranco
{"title":"Greek Preschool Children’s Disaffection and its Relation to the Quality of Early Childhood Education and Care","authors":"Konstantina Rentzou, Efthymia Tsiara Tsiara, Daniel Barranco","doi":"10.1007/s10643-025-02033-3","DOIUrl":"https://doi.org/10.1007/s10643-025-02033-3","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"70 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145441173","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 : 2025-11-04DOI: 10.1007/s10643-025-02025-3
Qian Yin Tay, G Kaveri
{"title":"Strengthening Young Children’s Problem-Solving Skills through Questions during Loose-Parts Play: Findings from a Teacher Inquiry Project","authors":"Qian Yin Tay, G Kaveri","doi":"10.1007/s10643-025-02025-3","DOIUrl":"https://doi.org/10.1007/s10643-025-02025-3","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"89 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145434368","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 : 2025-11-04DOI: 10.1007/s10643-025-02006-6
Ali Soyoof, Afsheen Rezai, Barry Lee Reynolds, Boris Vazquez-Calvo
{"title":"Mapping Iranian Bilingual Mother-Child Dyads’ Funds of Identity during Extramural Informal Digital Learning of English","authors":"Ali Soyoof, Afsheen Rezai, Barry Lee Reynolds, Boris Vazquez-Calvo","doi":"10.1007/s10643-025-02006-6","DOIUrl":"https://doi.org/10.1007/s10643-025-02006-6","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"25 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145434374","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 : 2025-11-03DOI: 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.
{"title":"Does the “Where” Matter? School-Based Pre-K Versus Center-Based Pre-K and its Link To Students’ Absenteeism","authors":"Michael Gottfried, Phil Kim, Michael Little, Lora Cohen-Vogel, Sam K. Powers","doi":"10.1007/s10643-025-02001-x","DOIUrl":"https://doi.org/10.1007/s10643-025-02001-x","url":null,"abstract":"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.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"28 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145427388","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}
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