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}
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}
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