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Measuring Home Activities and Participation of Children Receiving Early Childhood Intervention Services in Spain 衡量西班牙接受幼儿干预服务儿童的家庭活动和参与情况
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-09 DOI: 10.1007/s10643-024-01704-x
Catalina Patricia Morales-Murillo, Manuel Pacheco-Molero, Irene León-Estrada, Rosa Fernández-Valero, Mónica Gutiérrez Ortega, R. A. McWilliam

This study analyzed the fit of data collected with the Measure of Engagement, Independence, and Social Relationships for 3- to 5-year-olds (MEISR 3-to-5-years-old) to a proposed theoretical model based on the cross-walk of MEISR 3-to-5-years-old items and codes from 7 chapters of the Activities and Participation component of the International Classification of Functioning, Disability and Health-Children and Youth (ICF-CY). Participant children (N = 599) were recruited from 44 early childhood intervention programs across 9 autonomous communities (i.e., states) in Spain. Children’s ages ranged from 36 to 72 months (M = 49.22; SD = 9.77). Parents of children completed a sociodemographic questionnaire and a MEISR 3-to-5-years-old scale. Reliability and Confirmatory Factor Analysis (CFA) results supported the internal consistency of the MEISR 3-to-5-years-old items and its content validity for assessing child participation based on the ICF-CY framework. Statistically significant differences on the mean percentage of children who presented difficulties and learning opportunities when participating in home routines by the Activities and Participation ICF-CY chapters were found. No differences were found on children’s strengths for participation across chapters. Implications for practice are discussed. Such implications highlight the use of the MEISR 3-to-5-years-old in early childhood intervention programs to assess child functioning, plan interventions and follow-up child progress to promote learning and development of children.

本研究分析了 "3-5 岁儿童参与、独立和社会关系测量法"(MEISR 3-5-years-old)所收集的数据与理论模型的拟合情况,该模型基于 "MEISR 3-5-years-old "项目与《国际功能、残疾和健康分类-儿童和青少年》(ICF-CY)中 "活动和参与 "部分 7 个章节的代码的交叉匹配。参与者儿童(N = 599)来自西班牙 9 个自治区(即州)的 44 个儿童早期干预项目。儿童的年龄从 36 个月到 72 个月不等(中位数 = 49.22;标准差 = 9.77)。儿童的父母填写了一份社会人口调查问卷和一份 3-5 岁儿童 MEISR 量表。信度和确证因子分析(CFA)结果表明,基于 ICF-CY 框架的 MEISR 3-5 岁量表项目具有内部一致性和内容有效性,可用于评估儿童的参与情况。根据 ICF-CY 的活动和参与章节,发现儿童在参与家庭日常活动时遇到困难的平均百分比和有学习机会的平均百分比在统计学上有显著差异。在儿童的参与优势方面,各章之间没有发现差异。本文讨论了对实践的启示。这些启示强调了在儿童早期干预项目中使用 3-5 岁年龄组 MEISR 来评估儿童功能、计划干预措施和跟踪儿童进展,以促进儿童的学习和发展。
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引用次数: 0
Teacher-child Discourse in Vietnamese Preschool Classrooms: An Exploratory Case Study of Teachers’ Questions and Statements in the Planned Science Activity 越南学前教育课堂中的师幼对话:对教师在计划科学活动中的提问和陈述的探索性案例研究
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-09 DOI: 10.1007/s10643-024-01718-5
Hang Thi-Thu Dinh, Fuminori Nakatsubo

The quality of teacher-child discourse affects children’s development and learning. Our study aims to explore teacher-child discourse during planned science activities (PSAs) in Vietnamese preschools. This research is essential to understanding the reasons behind Vietnamese children’s low level of scientific skills and to exploring the dynamics of discourse in an Asian context. We conducted a case study to describe and understand the teacher-child discourse during PSAs. The study involved eight PSA sessions in four classes of three to four-year-old in Da Nang, Vietnam. We found that teachers tended to make statements more often than ask questions. When they did ask, they preferred using closed questions that did not require much of a response from children. Open questions were used sparingly, even though they are crucial for promoting children’s cognitive thinking and literacy. Teachers also made use of rhetorical questions that did not require any answer. This has led to mostly non-interactive classes where students remain passive learners. To improve the quality of teacher-child discourse, we suggest providing teacher training on encouraging children to participate and asking more engaging questions.

教师与儿童对话的质量会影响儿童的发展和学习。我们的研究旨在探讨越南学前教育机构在有计划的科学活动(PSA)中教师与儿童的对话。这项研究对于了解越南儿童科学技能水平较低的原因以及探索亚洲背景下的话语动态至关重要。我们开展了一项案例研究,以描述和理解教师与儿童在公益广告活动中的对话。研究涉及越南岘港四个三至四岁班级的八节公益广告课。我们发现,教师倾向于陈述,而不是提问。在提问时,他们更倾向于使用封闭式问题,不需要儿童做出太多回答。尽管开放式问题对促进儿童的认知思维和读写能力至关重要,但他们还是很少使用。教师还使用了不需要任何回答的反问句。这导致课堂大多缺乏互动,学生处于被动学习状态。为了提高教师与儿童对话的质量,我们建议提供教师培训,鼓励儿童参与并提出更有吸引力的问题。
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引用次数: 0
Methodological Overlap in Early Childhood Education Self-Regulation Research: An Interdisciplinary Systematic Review 幼儿教育自我调节研究中的方法重叠:跨学科系统回顾
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-09 DOI: 10.1007/s10643-024-01715-8
Robbie A. Ross, Kate E. Ascetta

Young children’s self-regulation (SR) skills are linked to many important outcomes across the lifespan and school stakeholders widely agree that these skills should be prioritized in schools. Despite broad agreement about the importance of these skills, the diverse field of SR research is rife with a lack of clarity in both conceptual definitions and measurement with many different terms and definitions used interchangeably. With a systematic review of early childhood SR research in schools, we aimed to add to these efforts by cataloguing which SR variables researchers measure and the specific methodological choices made to capture such variables. Coders identified 319 peer-reviewed articles published between 2010–2020 that included a school-based measurement of self-regulation related constructs among children between 3- and 8-years. This revealed 11 distinct variable terms used widely in the literature to refer to SR related skills or characteristics and behavior problems was overwhelmingly the most frequent. Studies of many of these variables relied heavily on adult reports, usually teachers, and the use of multiple informants to measure variables was uncommon. Findings further highlight the conceptual clutter in SR research, point to possible points of empirical weaknesses in the measurement of these skills, and identify some methodological overlap in how variables are being operationalized in the literature.

幼儿的自我调节(SR)技能与整个生命周期的许多重要成果息息相关,学校利益相关者普遍认为这些技能应在学校中得到优先考虑。尽管人们普遍认为这些技能非常重要,但自律能力的研究领域多种多样,概念定义和测量方法都不明确,许多不同的术语和定义可以互换使用。通过对学校中幼儿性健康教育研究的系统性回顾,我们旨在对研究人员所测量的性健康教育变量以及为捕捉这些变量而选择的具体方法进行编目,从而为这些研究工作添砖加瓦。编纂者确定了 2010-2020 年间发表的 319 篇同行评审文章,其中包括对 3-8 岁儿童的自我调节相关建构的校本测量。结果发现,文献中广泛使用了 11 个不同的变量术语来指代自律相关技能或特征,而行为问题是最常见的。对其中许多变量的研究在很大程度上依赖于成人(通常是教师)的报告,使用多个信息提供者来测量变量的情况并不常见。研究结果进一步凸显了性健康教育研究中概念的混乱,指出了在测量这些技能时可能存在的经验弱点,并确定了文献中变量操作方法上的一些重叠。
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引用次数: 0
Is the Whole Greater than the Sum of Its Parts? Impacts on Child Outcomes from a Home-Visiting Parenting Program and its Interaction with Preschool 整体大于部分之和?家访育儿计划及其与学前教育的互动对儿童成果的影响
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-08 DOI: 10.1007/s10643-024-01720-x
Remy Pages, Tracy Payne, Herman T. Knopf

This study evaluates the effects of a weekly home-visiting parenting program designed to enhance parent-child engagement with educationally-enriching activities and its potential interaction with children’s participation in state-funded preschool. Utilizing a comprehensive dataset linked across various administrative sources, we employed a quasi-experimental approach featuring inverse probability weighting regression adjustment and nearest neighbor matching to assess outcomes as measured at or leading up to kindergarten entry. We focused on a cohort of 2,000 diverse children born between 2012 and 2016, aged three and four at the intervention’s onset. Participation in the home-visiting program was associated with significant positive effects on children’s cognitive skills, IDEA Part B service uptake, and the likelihood of reported child maltreatment, which persisted after adjusting for state-funded preschool participation. We found no statistical evidence of interactions between the program and preschool, underscoring the program’s additive contributions to early childhood development and family well-being.

本研究评估了每周家访育儿计划的效果,该计划旨在提高亲子参与丰富教育活动的程度,以及该计划与儿童参与州资助学前教育的潜在互动关系。我们利用各种行政来源的综合数据集,采用反概率加权回归调整和近邻匹配的准实验方法来评估入园时或入园前的结果。我们的研究对象是 2012 年至 2016 年间出生的 2000 名不同儿童,他们在干预开始时的年龄分别为 3 岁和 4 岁。参与家访项目对儿童的认知技能、IDEA B 部分服务的吸收以及报告的儿童虐待可能性都有显著的积极影响,在调整州资助的学前教育参与度后,这些影响依然存在。我们没有发现该计划与学前教育之间存在相互作用的统计证据,这说明该计划对儿童早期发展和家庭福祉的贡献是相辅相成的。
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引用次数: 0
Spanish-English Emergent Bilingual Children’s Classroom Language Interactions: A Latent Profile Approach 西班牙语-英语新兴双语儿童的课堂语言互动:潜在特征法
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-08 DOI: 10.1007/s10643-024-01712-x
Natalia M. Rojas

Despite the importance of classroom language interactions for children’s school readiness skills and the school readiness gaps faced by Spanish-speaking emergent bilinguals (EBs), the field knows little about their classroom language interactions in early childhood education (ECE) classrooms. Expanding upon traditional approaches of observing classroom interactions, this study applies a child-centered analytic method to identify profiles of EBs classroom language interactions, characterized by their vocalizations and conversational turn-taking with teachers and peers, based on audio recordings. Data were drawn from 20 ECE classrooms and 171 EB children (ages 3 to 4) during the 2020–2021 school year. Latent profile analysis using variables from all-day recordings of EB children’s language environment identified three profiles: (1) limited classroom language interactions (58%); (2) engaging in conversations with teachers (14%); and (3) vocalizing and engaging conversations with peers (28%). EB children categorized to the second profile were less likely to speak Spanish and have teachers who spoke Spanish but were more likely to hear more words than EBs in profile 1. EBs children in profile 3 were likelier to be older than EBs in profile 1. Given that most EBs were in a profile of limited language interactions, the findings suggest the importance of improving opportunities and providing more support for EBs to engage in conversational turn-taking with their teachers and peers.

尽管课堂语言互动对儿童的入学准备技能非常重要,而且讲西班牙语的新兴双语儿童(EBs)面临着入学准备方面的差距,但该领域对他们在幼儿教育(ECE)课堂中的课堂语言互动却知之甚少。本研究在传统的课堂互动观察方法的基础上,运用以儿童为中心的分析方法,根据录音资料,确定了幼儿双语者课堂语言互动的特征,即他们的发声以及与教师和同伴的轮流对话。数据来自 2020-2021 学年 20 个幼教班级和 171 名幼儿(3 至 4 岁)。通过对幼儿班儿童全天语言环境录音中的变量进行潜特征分析,确定了三种特征:(1)有限的课堂语言互动(58%);(2)与教师进行对话(14%);(3)发声并与同伴进行对话(28%)。被归入第二种情况的 EB 儿童不太可能说西班牙语,他们的老师也不太可能说西班牙语,但与第一种情况的 EB 儿童相比,他们更有可能听到更多的单词。第三类 EB 儿童的年龄比第一类 EB 儿童大。鉴于大多数幼儿在语言互动方面受到限制,研究结果表明,必须增加幼儿与教师和同伴进行轮流对话的机会,并为幼儿提供更多支持。
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引用次数: 0
Characterizing Preschool Teachers’ Use of Teaching Practices to Promote Young Children’s Self-Determination Skills 学前教师利用教学实践提高幼儿自我决定技能的特点
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-05 DOI: 10.1007/s10643-024-01705-w
Qunshan Zheng, Patricia Snyder, Fang Xu

Self-determination refers to skills used to experience a quality of life consistent with one’s preferences, strengths, and needs. Theoretical and empirical literature has identified contextual opportunities for children to learn and use these skills in their everyday activities and routines. The present study used an investigator-developed observational coding system to describe and quantify preschool teachers’ use of teaching practices that could promote young children’s foundational self-determination skills. Twenty-one preschool teachers who had children with and without identified disabilities or developmental delays enrolled in their classrooms were observed for 15 min during two types of preschool classroom activities: child-initiated and teacher-directed. Teachers’ use of practices ranged from 6 to 60 occurrences across five self-determination skill categories, with an average of 24.43 occurrences in 30 min. Self-regard, self-direction, and self-advocacy practices were more frequently used than self-regulation and social problem-solving practices. Exploratory analyses of the observational data suggested differences in teachers’ use of self-determination teaching practices across the two types of activities and positive correlations between teachers’ use of self-determination teaching practices and the observed quality of teacher-child interactions. Implications of the study findings for teaching practices teachers can use to promote young children’s self-determination skills during classroom activities are discussed in the context of inclusive and high-quality early childhood education.

自我决定指的是用来体验符合个人喜好、优势和需求的生活质量的技能。理论和实证文献指出了儿童在日常活动和常规中学习和使用这些技能的环境机会。本研究使用调查者开发的观察编码系统来描述和量化学前教师使用可促进幼儿基本自决技能的教学实践。研究人员对 21 名学前班教师进行了为期 15 分钟的观察,这些教师所教班级的儿童有的有残疾,有的没有残疾,有的发育迟缓,观察活动包括两种类型的学前班课堂活动:由儿童发起的活动和教师指导的活动。在五个自我决定技能类别中,教师使用的实践次数从 6 次到 60 次不等,30 分钟内平均使用 24.43 次。与自我调节和社会问题解决方法相比,自律、自我指导和自我倡导方法的使用频率更高。对观察数据的探索性分析表明,教师在两类活动中使用自我决定教学实践的情况存在差异,教师使用自我决定教学实践与观察到的师幼互动质量之间存在正相关。研究结果对教师在课堂活动中促进幼儿自我决定技能的教学实践的影响,将在全纳和高质量幼儿教育的背景下进行讨论。
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引用次数: 0
Teacher Efficacy, Its Sources, and Implementation in Early Childhood Education 幼儿教育中的教师效能感、来源和实施
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-06-29 DOI: 10.1007/s10643-024-01713-w
Harri Pitkäniemi, Riikka Hirvonen, Johanna Heikka, Katja Suhonen

The aim of the study is to comprehensively analyze the interrelationships between teacher efficacy, the sources of self-efficacy, and implementation of early childhood education (ECE). The assumption is that according to socio-cognitive theory, source categories predict the self-efficacy of educational staff. According to a few previous research results, knowledge of theories and research in the field of education also contributes to a professional’s self-efficacy. In this study, 202 Finnish ECE teachers evaluated their self-efficacy and its sources (mastery experiences, vicarious experiences, social persuasion, and physiological arousal) as well as their pedagogical planning, implementation, and leadership. A path analysis was conducted to estimate the sources of self-efficacy and active and reactive use of educational research as predictors of teacher self-efficacy, and further, of self-efficacy as a predictor of teachers’ pedagogical planning, implementation, and leadership. The findings showed that mastery experiences, social persuasion, and physiological arousal were positively related to self-efficacy in pedagogical approaches, group management, and child engagement. Intentional use of educational theory and research was positively related to self-efficacy in pedagogical approaches. Furthermore, the quality of pedagogical planning, implementation, and leadership were predicted by high self-efficacy in pedagogical approaches, but implementation also by social persuasion and active use of theory and research.

本研究旨在全面分析教师效能感、自我效能感来源和幼儿教育(ECE)实施之间的相互关系。其假设是,根据社会认知理论,来源类别可预测教育工作者的自我效能感。根据以往的一些研究成果,对教育领域理论和研究的了解也有助于提高专业人员的自我效能感。在这项研究中,202 名芬兰幼教教师评估了他们的自我效能感及其来源(掌握经验、替代经验、社会劝说和生理唤醒),以及他们的教学计划、实施和领导能力。我们进行了路径分析,以估计自我效能感的来源和教育研究的主动和被动使用对教师自我效能感的预测作用,并进一步估计自我效能感对教师的教学计划、实施和领导能力的预测作用。研究结果表明,掌握经验、社会说服和生理唤醒与教学方法、小组管理和儿童参与方面的自我效能感呈正相关。有意使用教育理论和研究与教学方法自我效能感呈正相关。此外,教学计划、实施和领导力的质量受教学方法高自我效能感的影响,但实施也受社会说服和积极使用理论与研究的影响。
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引用次数: 0
Language of Instruction and Peer-Mediated Learning as Predictors of English Learner Students’ Reading Achievement 教学语言和同伴互助学习是英语学习者学生阅读成绩的预测因素
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-06-29 DOI: 10.1007/s10643-024-01707-8
Monica E. Romero, ChenYu Hung, Stephen D. Whitney

Using a national database, this study examined the relationship between the language of instruction models and the frequency of peer-mediated learning activity on English learners’ reading achievement (N = 1,004). Results from the Multilevel Modeling (MLM) analyses revealed an interaction between the language of instruction and the frequency of peer-mediated learning in EL’s second-grade reading. Specifically, ELs enrolled in English as a Second Language (ESL) programs who worked weekly with monolingual English speaker peers had greater reading scores than those who worked daily or monthly. Implications and recommendations for future research are discussed.

本研究利用一个全国性数据库,考察了英语学习者阅读成绩的教学语言模式与同伴互助学习活动频率之间的关系(N = 1,004)。多层次建模(MLM)分析的结果显示,在英语学习者的二年级阅读中,教学语言与同伴互助学习的频率之间存在交互作用。具体来说,参加英语作为第二语言(ESL)项目的英语学习者每周与讲单语英语的同伴一起学习,其阅读成绩高于每天或每月与同伴一起学习的英语学习者。本文讨论了未来研究的意义和建议。
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引用次数: 0
A Penguin is Not a Giraffe: Categorizing Preschool Children According to Temperament 企鹅不是长颈鹿:根据气质对学龄前儿童进行分类
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-06-29 DOI: 10.1007/s10643-024-01696-8
Jana Maine, Timothy J. Huelsman, Sandra Glover Gagnon, Rose Mary Webb, Pamela Kidder-Ashley

Temperament is a widely researched trait that significantly influences children’s lives. Still, theorists differ in their perspectives on the construct. With their nine dimensions of temperament and three “categories” of children—easy, difficult, or slow to warm up—Thomas and colleagues (1968) laid the foundation for future temperament research. Subsequent researchers have identified temperament profiles that are similar to but not completely consistent with Thomas and colleagues’ model. Still, most conceptualizations exist primarily for researchers and may be challenging to translate for educators who work directly with children and their caregivers. Therefore, this study had two aims. First, we used cluster analysis to corroborate and extend research that categorized children into temperament groups. We identified four groups that converge and one group that diverges from previous findings. Our second, more important purpose was to strengthen the link between research and practice by conceptualizing our results in a way that is understandable to educators and caregivers. The challenging task of capturing the nature of each cluster in one or even a few words led us to adopt a zoomorphic approach in which we assigned nonhuman animal names to each group: koalas, penguins, dogs, bobcats, and giraffes. Our findings support previous groupings of children by temperament and provide a consumer-friendly model that facilitates communication between caregivers and educators.

气质是一种被广泛研究的特质,对儿童的生活有着重大影响。然而,理论家们对这一概念的看法却不尽相同。托马斯及其同事(1968 年)提出了气质的九个维度和儿童的三个 "类别"--容易热身、难以热身或热身缓慢--为日后的气质研究奠定了基础。后来的研究人员发现了与托马斯及其同事的模型相似但不完全一致的气质特征。尽管如此,大多数概念主要是为研究人员而存在的,对于直接与儿童及其看护者打交道的教育工作者来说,将其转化为概念可能具有挑战性。因此,本研究有两个目的。首先,我们使用聚类分析来证实和扩展将儿童划分为气质类型的研究。我们发现有四个组与之前的研究结果一致,一个组与之前的研究结果不同。我们的第二个、也是更重要的目的是,通过将我们的结果概念化,使教育者和看护者能够理解,从而加强研究与实践之间的联系。用一个甚至几个词来概括每个分组的性质是一项极具挑战性的任务,因此我们采用了放大法,为每个分组指定了非人类动物的名称:考拉、企鹅、狗、山猫和长颈鹿。我们的研究结果支持了以前按气质对儿童进行的分组,并提供了一个方便消费者的模型,促进了照顾者和教育者之间的沟通。
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引用次数: 0
Breaking Barriers: Utilizing a STEM Equity Framework for Analyzing Primary Picture Books 打破障碍:利用 STEM 公平框架分析小学图画书
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-06-27 DOI: 10.1007/s10643-024-01708-7
Victoria Cardullo, Megan Burton

This article explores integrating a STEM equity framework in analyzing primary picture books, focusing on providing equitable access to high-quality STEM learning experiences for all students. It delves into the multifaceted nature of STEM literacy, emphasizing critical thinking, problem-solving, utility, applicability, empathy, STEM dispositions, identity development, and empowerment. The article explicitly addresses the historical exclusion of minoritized students from STEM learning and careers and proposes an Equity-Oriented STEM Literacy Framework. The study examines the criteria for selecting children’s picture books published between 2011 and 2021 that contribute to early STEM literacy and representation. The overarching goal is to promote inclusivity, diversity, and equity in STEM education, fostering a dynamic and accessible learning environment for all students.

本文探讨了在分析小学图画书时整合 STEM 公平框架的问题,重点是为所有学生提供公平获得高质量 STEM 学习体验的机会。文章深入探讨了 STEM 素养的多面性,强调批判性思维、解决问题、实用性、适用性、移情能力、STEM 处置能力、身份发展和赋权。文章明确阐述了历史上少数族裔学生被排斥在 STEM 学习和职业之外的问题,并提出了以公平为导向的 STEM 素养框架。本研究探讨了 2011 年至 2021 年期间出版的、有助于提高早期 STEM 素养和代表性的儿童图画书的选择标准。研究的总体目标是促进 STEM 教育的包容性、多样性和公平性,为所有学生营造一个充满活力、无障碍的学习环境。
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引用次数: 0
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Early Childhood Education Journal
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