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“Hey, What do you Need?”: How Head Start Directors Responded to COVID-19 Challenges "嘿,你需要什么?儿童启蒙教育机构主任如何应对 COVID-19 的挑战
IF 2.7 3区 教育学 Q1 Social Sciences Pub Date : 2024-06-18 DOI: 10.1007/s10643-024-01700-1
H. Callie Silver, Sarai Coba-Rodriguez

Since its inception in 1965, Head Start has provided low-income families with wraparound early childhood programming. Serving nearly a million children and families nationwide, Head Start’s “Whole Child” philosophy was particularly evident during COVID-19 when families faced unprecedented disruptions at home, school, and work. Utilizing qualitative interviews with 20 Head Start Directors from multiple regions in Illinois and across two different time-points, this study aims to identify the resources that Head Start programs provided for families during COVID-19, and describe the challenges they faced. Findings revealed that all Head Start centers provided families with basic need resources, while some, through community partnerships and granteerelationships, were able to secure additional funding to allocate cash awards for families in more dire need. Using technology needed for remote learning was a challenge for staff, teachers, and families, and many Directors expressed that their ability to continue meeting the needs of children with special needs during closures was less than ideal. Our findings highlight the critical role that Head Start plays for families and ways that practice can be improved in non-pandemic times.

自 1965 年成立以来,"启蒙计划 "一直为低收入家庭提供全面的幼儿计划。在为全国近 100 万名儿童和家庭提供服务的同时,"起步计划 "的 "完整儿童 "理念在 COVID-19 期间尤为明显,因为当时的家庭面临着前所未有的家庭、学校和工作干扰。本研究通过对伊利诺伊州多个地区、两个不同时间点的 20 名 "起步计划 "主任进行定性访谈,旨在确定 "起步计划 "在 COVID-19 期间为家庭提供的资源,并描述他们所面临的挑战。研究结果表明,所有的起步计划中心都为家庭提供了基本需求资源,而有些中心则通过社区伙伴关系和资助者关系,能够获得额外资金,为更需要帮助的家庭分配现金奖励。对员工、教师和家庭来说,使用远程学习所需的技术是一项挑战,许多主任表示,在中心关闭期间,他们继续满足有特殊需要儿童的需求的能力并不理想。我们的研究结果强调了 "起步计划 "对家庭所起的关键作用,以及在非流行病时期改进实践的方法。
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引用次数: 0
Examining the Implementation of the VLS Momentum Project: A Hybrid Approach to Supporting Foundational Practices in Early Care and Education 研究 VLS Momentum 项目的实施情况:支持早期保育和教育基础实践的混合方法
IF 2.7 3区 教育学 Q1 Social Sciences Pub Date : 2024-06-17 DOI: 10.1007/s10643-024-01688-8
Sarah. N. Lang, Erin Tebben, Dahyung Ryu, Rosalie Odean, Kristen M. Knight, Jovanna Tyree, Summer W. Luckey, Erin G. Fox, Cynthia K. Buettner

Approximately 40% of the U.S. early care and education (ECE) workforce lacks foundational training in research-based, developmentally appropriate practices for working with young children, which can impact the quality of ECE they can provide. To support young children’s positive developmental trajectories, it is critical that all teachers have access to comprehensive, high-quality ECE professional development that helps translate knowledge into practice. This pilot study examined a community-based pilot of the U.S. Federal Agency Virtual Lab School (VLS) platform for ECE teachers in childcare centers providing publicly funded childcare. The 15-month hybrid professional development intervention (internet-based content paired with individualized coaching) was positively received by teachers. Results show that comprehensive, foundational professional development using a hybrid approach is feasible in community based ECE settings. Teachers cited supportive relationships with their coaches and accommodations made by their centers as key facilitators of progress; time pressures and complications associated with the COVID-19 pandemic were barriers that impeded completion. Giving teachers time and support to complete foundational ECE training may help a greater number of ECE teachers achieve competency, and thus, better support all young children receiving care.

美国约有 40% 的早期保育和教育(ECE)工作者缺乏以研究为基础的、适合幼儿发展的工作实践方面的基础培训,这可能会影响他们所能提供的幼儿教育的质量。为了支持幼儿积极的发展轨迹,至关重要的是所有教师都能获得全面、高质量的幼教专业发展,帮助将知识转化为实践。这项试点研究考察了美国联邦机构虚拟实验室学校(VLS)平台在社区的试点情况,该平台面向提供政府资助的托儿所中的幼教教师。为期 15 个月的混合专业发展干预(基于互联网的内容与个性化辅导相结合)得到了教师的积极响应。结果表明,在以社区为基础的幼教机构中,采用混合方法进行全面的基础专业发展是可行的。教师们认为,与教练之间的支持性关系和中心提供的便利是取得进展的主要促进因素;时间压力和与 COVID-19 大流行相关的复杂因素是阻碍完成培训的障碍。为教师提供时间和支持以完成幼儿教育基础培训,可以帮助更多的幼儿教育教师提高能力,从而为所有接受保育的幼儿提供更好的支持。
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引用次数: 0
Challenges and Opportunities in Teaching Through Interactions Framework: A Three-level Meta-Analysis of the CLASS Measure and Children's Vocabulary Skills 通过互动框架进行教学的挑战与机遇:CLASS测量和儿童词汇技能的三级元分析
IF 2.7 3区 教育学 Q1 Social Sciences Pub Date : 2024-06-14 DOI: 10.1007/s10643-024-01703-y
Hongbin Xie, Hongliu Ouyang, Nik Rosila Nik Yaacob, Daimin Feng, Shuang Wang

In Early Childhood Education and Care (ECEC) programs, the quality of teacher–child interactions is regarded to be important for children's vocabulary development. However, prior studies on the relationships between teacher and child, as measured by the Classroom Assessment Scoring System (CLASS), and children’s vocabulary skills are inconsistent. In this study, we conducted a three-level meta-analysis to investigate the correlation between three CLASS domains and preschool children’s vocabulary skills and then explored the moderating effects of vocabulary components, family SES, publication year, and sample mean age. Relevant literature was searched using four databases (Web of Science, PsycINFO, PsycARTICLES, ERIC) and Google Scholar, leading to the identification of 23 articles published between 2010 and 2022 meeting the inclusion criteria. The findings indicated that the overall effect of the associations between Emotional Support, Classroom Organization, Instructional Support, and vocabulary skills was small to moderate in magnitude. Sensitivity and meta-bias analyses generally supported the robustness of the pooled effect of the association between three CLASS domains and children’s vocabulary skills. Also, the association between Emotional Support and vocabulary skills was moderated by SES, and the components of vocabulary skills, while Classroom Organization and Instructional Support were only moderated by the components of vocabulary skills. Implications for future research on assessing the quality of early childhood education are discussed.

在幼儿教育和保育(ECEC)项目中,教师与儿童互动的质量被认为对儿童的词汇发展非常重要。然而,以往关于课堂评估计分系统(CLASS)所测量的师幼互动与儿童词汇技能之间关系的研究并不一致。在本研究中,我们进行了三级荟萃分析,研究了 CLASS 三个领域与学前儿童词汇技能之间的相关性,然后探讨了词汇成分、家庭经济条件、出版年份和样本平均年龄的调节作用。研究人员利用四个数据库(Web of Science、PsycINFO、PsycARTICLES、ERIC)和谷歌学术搜索了相关文献,最终确定了 23 篇 2010 年至 2022 年间发表的符合纳入标准的文章。研究结果表明,情感支持、课堂组织、教学支持和词汇技能之间的整体关联效应很小,但程度适中。敏感性分析和元偏差分析总体上支持CLASS三个领域与儿童词汇技能之间关联的综合效应的稳健性。此外,情感支持与词汇技能之间的联系受到社会经济地位和词汇技能组成部分的调节,而课堂组织和教学支持只受到词汇技能组成部分的调节。本文讨论了未来评估幼儿教育质量研究的意义。
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引用次数: 0
Correction: Maternal Scaffolding of Iranian Children’s Extramural Informal Digital Learning of English (IDLE): a Qualitative Study 更正:伊朗儿童校外非正式数字英语学习(IDLE)的母亲支架:一项定性研究
IF 2.7 3区 教育学 Q1 Social Sciences Pub Date : 2024-06-14 DOI: 10.1007/s10643-024-01710-z
Ali Soyoof, Barry Lee Reynolds, Michelle M. Neumann, Boris Vazquez-Calvo
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引用次数: 0
Picturebooks and Young Children: Potential, Power, and Practices 图画书与幼儿:潜力、力量与实践
IF 2.7 3区 教育学 Q1 Social Sciences Pub Date : 2024-06-14 DOI: 10.1007/s10643-024-01701-0
Patricia A. Crawford, Sherron Killingsworth Roberts, Jan Lacina

Picturebooks play a vital role in the lives and learning of young children. These complex, multimodal texts offer unique opportunities for meaning-making as readers engage with the interplay between text and illustrations. Picturebooks offer children stepping stones into the literary arts, providing information and storylines that illuminate readers’ perspectives about their own lives as well as offering opportunities to glimpse the lives of others. This article provides an overview of current perspectives of picturebooks, focusing on their potential (i.e., the unique qualities this literary format offers young readers), their power (i.e., the invitations these books provide for supporting readers’ authentic literary transactions and affective responses), and associated practices (i.e., the ways in which these texts can be used as instructional tools to support learning both within and beyond the curriculum). Through picturebooks, caring adults can nurture children’s reading and responses in supportive, developmentally appropriate, and impactful ways.

图画书在幼儿的生活和学习中起着至关重要的作用。这些复杂的多模态文本为读者提供了独特的机会,让他们在文字与插图的相互作用中创造意义。图画书为儿童提供了通向文学艺术的阶梯,它提供的信息和故事情节可以启发读者对自己生活的看法,也为他们提供了了解他人生活的机会。本文概述了目前对图画书的看法,重点是图画书的潜力(即这种文学形式为小读者提供的独特品质)、图画书的力量(即这些图书为支持读者进行真实的文学交易和情感反应提供的邀请)以及相关的实践(即这些文本可用作教学工具以支持课程内外学习的方式)。通过图画书,有爱心的成人可以以支持性的、适合儿童发展的和有影响力的方式培养儿童的阅读和反应。
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引用次数: 0
“I help them see their potential”: The role of Cultural Navigators in Supporting the Professional Development of Immigrant and Refugee Family Childcare Providers "我帮助他们看到自己的潜力文化导航员在支持移民和难民家庭儿童保育员专业发展中的作用
IF 2.7 3区 教育学 Q1 Social Sciences Pub Date : 2024-06-12 DOI: 10.1007/s10643-024-01687-9
Sarah Garrity, Saralyn Miller, Claudia Dunn, Sascha Longstreth

Cultural navigators (CNs) serve as a bridge between immigrants and refugees and receiving communities. CNs help individuals from minoritized cultural groups navigate human service and educational systems and provide connections to local resources, services, and social support systems. This qualitative case study describes the experiences and perspectives of three CNs and 35 family childcare (FCC) providers who participated in a program designed to support the business skills of FCC providers living in three distinct cultural communities, drawing on Yosso’s community cultural wealth framework (2005). Data indicated that the CNs’ lived experiences as refugees and immigrants enabled them to provide culturally and linguistically responsive support to the FCC providers, illustrating the aspirational, linguistic, social, and navigational capital of both navigators and providers.

文化导航员(CNs)是移民和难民与接收社区之间的桥梁。文化导航员帮助来自少数民族文化群体的个人浏览人类服务和教育系统,并提供与当地资源、服务和社会支持系统的联系。本定性案例研究借鉴约索(Yosso)的社区文化财富框架(2005 年),描述了三位保育员和 35 位家庭托儿(FCC)提供者的经历和观点,他们参加了一项旨在支持生活在三个不同文化社区的家庭托儿提供者提高业务技能的计划。数据显示,CNs 作为难民和移民的生活经历使他们能够为家庭托儿服务提供者提供文化和语言方面的支持,这说明了导航员和服务提供者的愿望、语言、社会和导航资本。
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引用次数: 0
The Effects of Systematic Instruction with Math Books to Teach Math to Preschoolers 用数学书进行系统教学对学前儿童数学教学的影响
IF 2.7 3区 教育学 Q1 Social Sciences Pub Date : 2024-06-12 DOI: 10.1007/s10643-024-01686-w
Jessica K. Hardy

Early math skills predict later achievement for young children; thus, it is important to expand what is known about how to support preschool children’s development of these skills. While there has been some research on interventions, including those using systemic instruction, to teach math skills to preschoolers, there is a need for additional research to expand the field’s knowledge about what works, for whom, and under what conditions. I used an experimental single case design—a multiple probe design across behaviors, replicated across children—to determine if there was a functional relation between the demonstration-practice procedure embedded in researcher-created books and preschoolers’ acquisition of three early math skills. A functional relation was found for each participant, with some modifications needed for one participant. This is consistent with existing research that suggests systematic instruction is an effective approach for supporting preschoolers in acquiring early math skills. Additional research is needed to determine how best to choose skills to target for instruction, how to account for the relationship between math and other domains of development when teaching early math skills to preschoolers, and how to ensure interventions can be implemented with fidelity and adaptability.

早期的数学技能可以预示幼儿日后的成就;因此,扩大对如何支持学龄前儿童发展这 些技能的认识非常重要。虽然对学龄前儿童数学技能教学的干预措施(包括使用系统教学的干预措施)已经有了一些研究,但还需要进行更多的研究,以扩大该领域对什么方法有效、对谁有效以及在什么条件下有效的认识。我采用了一种实验性的单一案例设计--跨行为的多重探究设计,并在不同儿童中进行了复制--来确定研究者创作的书籍中嵌入的示范-练习程序与学龄前儿童掌握三种早期数学技能之间是否存在功能关系。结果发现,每个参与者都存在功能关系,但有一名参与者需要做一些修改。这与现有的研究一致,即系统教学是支持学龄前儿童掌握早期数学技能的有效方法。还需要进行更多的研究,以确定如何最好地选择技能作为教学目标,在教授学龄前儿童早期数学技能时如何考虑数学与其他发展领域之间的关系,以及如何确保干预措施的实施具有保真度和适应性。
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引用次数: 0
Examining Young Children’s Computational Thinking through Animation Art 通过动画艺术考察幼儿的计算思维
IF 2.7 3区 教育学 Q1 Social Sciences Pub Date : 2024-06-11 DOI: 10.1007/s10643-024-01694-w
Suzannie K. Y. Leung, Joseph Wu, Jenny Wanyi Li, Yung Lam, Oi-lam Ng
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引用次数: 0
Authenticity, Accuracy, and Respect in Picturebooks About Africa: Implications for Pedagogy in the United States 非洲图画书的真实性、准确性和尊重:对美国教学法的启示
IF 2.7 3区 教育学 Q1 Social Sciences Pub Date : 2024-06-11 DOI: 10.1007/s10643-024-01691-z
Jacqueline Ariri Onchwari, Meghan Hesterman

This is a conceptual paper that explores critiquing picturebooks set in Africa. The paper is grounded in BlackCrit (Black Critical Theory) and Racial and Ethnic Socialization (RES). Using pragmatism as a method, we offer a detailed analysis of 3 carefully selected books, on the broad basis of authenticity, accuracy, and respectfulness. A deeper dive into the books looks for hidden messages that dehumanize, oversimplify, exotify, and generally present Africa from a Eurocentric lens. The critique goes beyond the books by looking at how they are shared on YouTube and other forums that offer pedagogical ideas for sharing the books with children. Overall, from the critique we find that books authored by cultural insiders are favorable while the reverse is, in most cases, true with authors who are cultural outsiders. The paper emphasizes the power of accurate, authentic, and respectful pro-Blackness representations as beneficial for all children in developing positive behaviors, attitudes and agency toward pro-Blackness and antiracist rhetoric. We also found that there is an urgent need for more pro-Black books on our educational shelves.

这是一篇概念性论文,探讨了对以非洲为背景的图画书的批评。本文以 BlackCrit(黑人批判理论)和种族与民族社会化(RES)为基础。我们以实用主义为方法,在真实性、准确性和尊重性的广泛基础上,对精心挑选的三本书进行了详细分析。通过对这些书籍的深入研究,我们可以发现其中隐藏的非人化、过度简单化、外来化以及从欧洲中心主义的视角展示非洲的信息。批评还超越了图书的范围,审视了图书在 YouTube 和其他论坛上的传播方式,这些论坛提供了与儿童分享图书的教学理念。总体而言,我们从评论中发现,文化圈内人撰写的书籍受到好评,而文化圈外人撰写的书籍在大多数情况下则恰恰相反。本文强调了准确、真实和尊重的亲黑人表述的力量,认为这对所有儿童培养亲黑人和反种族主义言论的积极行为、态度和能动性是有益的。我们还发现,我们的教育书架上迫切需要更多的亲黑人书籍。
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引用次数: 0
The Effect of Emotional Labour on Job Dedication Among Early Childhood Teachers in the UAE: The Mediating Role of Teaching Self-Efficacy 情感劳动对阿联酋幼儿教师敬业度的影响:教学自我效能感的中介作用
IF 2.7 3区 教育学 Q1 Social Sciences Pub Date : 2024-06-10 DOI: 10.1007/s10643-024-01702-z
Qilong Zhang, Ghadah AlMurshidi, Ke Jiang

Emotional labour is an important part of teaching. Teaching self-efficacy and job dedication are important parameters that influence teaching. Mixed findings have been reported on the link between emotional labour, teaching self-efficacy, and job dedication. This study examined the pattern of emotional labour performed by early childhood teachers, the relationship between emotional labour and job dedication, and the mediating effect of teaching self-efficacy on the relationship. Data were collected through a self-administered questionnaire survey from a convenience sample of 305 teachers from nurseries and kindergartens across the UAE. The mean comparison revealed that surface acting (M = 2.92) was performed significantly less frequently than deep acting (M = 3.90) and expression of naturally felt emotions (M = 4.19). Structural equation modeling with bootstrap mediation analysis revealed that expression of naturally felt emotions had a positive, direct effect on dedication (β = 0.43, p = 0.012) and teaching self-efficacy (β = 0.84, p = 0.002), and that teaching self-efficacy had a partial mediating effect on the relationship between expression of naturally felt emotions and job dedication, with an amount of indirect effect of 0.501 (p = 0.002) and mediating effect ratio of 54.10%. The implications of the results were discussed.

情感劳动是教学的重要组成部分。教学自我效能感和敬业精神是影响教学的重要参数。关于情绪劳动、教学自我效能感和工作敬业度之间的关系,研究结果不一。本研究探讨了幼儿教师的情绪劳动模式、情绪劳动与工作敬业度之间的关系,以及教学自我效能感对这一关系的中介作用。数据是通过自填式问卷调查收集的,方便抽样调查了阿联酋各地托儿所和幼儿园的 305 名教师。平均值比较显示,表面行为(M = 2.92)的频率明显低于深层行为(M = 3.90)和自然情感表达(M = 4.19)。结构方程模型与引导中介分析显示,自然情感表达对敬业度(β = 0.43,p = 0.012)和教学自我效能感(β = 0.84,p = 0.002)有正向的直接影响,教学自我效能感对自然情感表达与敬业度之间的关系有部分中介作用,间接效应量为 0.501(p = 0.002),中介效应比为 54.10%。讨论了研究结果的意义。
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引用次数: 0
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Early Childhood Education Journal
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