Pub Date : 2023-07-27DOI: 10.1080/03004430.2023.2235908
Marion Sturges
ABSTRACT This paper explores two concepts. Firstly, it explores how child-led photography was effectively used by as a research methodology with young children, aged three and four. Twenty children at two Australian preschools were given the opportunity to express how they experienced place at their early childhood educational. Each child was given a disposable camera and asked to take photographs. The use of this child-led photography as a methodological approach had substantial benefits: it offered children the opportunity to participate, express themselves, and share their place stories through the camera lens. Secondly, the photographs revealed that it was relationships within the preschool space that were most important to the children and in particular those with the outdoors, other children, nature, and adults. The disposable cameras acted as vehicles for children to exercise agency and action as well as deregulate their decisions within their place.
{"title":"Snap: young children share the importance of relationships through child-led photography","authors":"Marion Sturges","doi":"10.1080/03004430.2023.2235908","DOIUrl":"https://doi.org/10.1080/03004430.2023.2235908","url":null,"abstract":"ABSTRACT This paper explores two concepts. Firstly, it explores how child-led photography was effectively used by as a research methodology with young children, aged three and four. Twenty children at two Australian preschools were given the opportunity to express how they experienced place at their early childhood educational. Each child was given a disposable camera and asked to take photographs. The use of this child-led photography as a methodological approach had substantial benefits: it offered children the opportunity to participate, express themselves, and share their place stories through the camera lens. Secondly, the photographs revealed that it was relationships within the preschool space that were most important to the children and in particular those with the outdoors, other children, nature, and adults. The disposable cameras acted as vehicles for children to exercise agency and action as well as deregulate their decisions within their place.","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":"193 1","pages":"1159 - 1172"},"PeriodicalIF":1.4,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49128070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-27DOI: 10.1080/03004430.2023.2243395
M. Shorer, N. Zilker, A. Salomon, N. Spiegelman
ABSTRACT This study examined parental playfulness as a mediator of the association between mothers' emotional difficulties (anxiety, depression) and their children's psychosocial adjustment (externalizing, internalizing, and prosocial behaviours). We also examined the associations between parental playfulness and mothers' supportive / unsupportive reactions to their child's negative emotions. Participants were 197 mothers of children aged 3–8 years, who completed online questionnaires. Mothers' higher levels of emotional difficulties were associated with lower levels of parental playfulness, and these were associated with children's higher levels of externalizing and internalizing symptoms, and lower levels of prosocial behaviours. Parental playfulness mediated the relationship between mothers' emotional difficulties and children's externalizing symptoms. It was also positively related with mothers' supportive reactions to children's negative emotions and negatively related with unsupportive reactions. These findings underscore the importance of parental playfulness to children's emotional adjustment, particularly to externalizing symptoms, and may provide a basis for new parenting interventions.
{"title":"Parental playfulness as a mediator of the association between parents’ emotional difficulties and children’s psychosocial adjustment","authors":"M. Shorer, N. Zilker, A. Salomon, N. Spiegelman","doi":"10.1080/03004430.2023.2243395","DOIUrl":"https://doi.org/10.1080/03004430.2023.2243395","url":null,"abstract":"ABSTRACT This study examined parental playfulness as a mediator of the association between mothers' emotional difficulties (anxiety, depression) and their children's psychosocial adjustment (externalizing, internalizing, and prosocial behaviours). We also examined the associations between parental playfulness and mothers' supportive / unsupportive reactions to their child's negative emotions. Participants were 197 mothers of children aged 3–8 years, who completed online questionnaires. Mothers' higher levels of emotional difficulties were associated with lower levels of parental playfulness, and these were associated with children's higher levels of externalizing and internalizing symptoms, and lower levels of prosocial behaviours. Parental playfulness mediated the relationship between mothers' emotional difficulties and children's externalizing symptoms. It was also positively related with mothers' supportive reactions to children's negative emotions and negatively related with unsupportive reactions. These findings underscore the importance of parental playfulness to children's emotional adjustment, particularly to externalizing symptoms, and may provide a basis for new parenting interventions.","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":"193 1","pages":"1173 - 1187"},"PeriodicalIF":1.4,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49547301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-27DOI: 10.1080/03004430.2023.2234658
İnanç Eti
ABSTRACT The purpose of this study is to investigate the predictive effects of maternal parenting styles and beliefs about emotions on the social skills and problem behaviours of preschoolers. The study involved 227 mothers of 3–6-year-old preschool children (Mage = 63 months). Two hierarchical regression analyses were conducted to determine to what extent the mothers’ parenting styles and beliefs about children's emotions predicted the social skills and problem behaviours of their children. The first model found that the authoritative parenting style and supportive beliefs about children's emotions explained 14% of the variance in social skills. The second model found that non-supportive beliefs about emotions, combined with authoritative and permissive parenting style predicted 18% of children's problem behaviours. The findings of the study suggest that parenting styles and emotional beliefs play a crucial role in predicting children's social skills and problem behaviours.
{"title":"Associations between of maternal parenting styles and beliefs about children's emotions on preschoolers’ social skills and problem behaviours","authors":"İnanç Eti","doi":"10.1080/03004430.2023.2234658","DOIUrl":"https://doi.org/10.1080/03004430.2023.2234658","url":null,"abstract":"ABSTRACT The purpose of this study is to investigate the predictive effects of maternal parenting styles and beliefs about emotions on the social skills and problem behaviours of preschoolers. The study involved 227 mothers of 3–6-year-old preschool children (Mage = 63 months). Two hierarchical regression analyses were conducted to determine to what extent the mothers’ parenting styles and beliefs about children's emotions predicted the social skills and problem behaviours of their children. The first model found that the authoritative parenting style and supportive beliefs about children's emotions explained 14% of the variance in social skills. The second model found that non-supportive beliefs about emotions, combined with authoritative and permissive parenting style predicted 18% of children's problem behaviours. The findings of the study suggest that parenting styles and emotional beliefs play a crucial role in predicting children's social skills and problem behaviours.","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":"193 1","pages":"1127 - 1140"},"PeriodicalIF":1.4,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42822540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-27DOI: 10.1080/03004430.2023.2243396
S. Kavak, M. İ. Akyürek
ABSTRACT A teacher with the characteristic of creative leadership adopts approaches beyond conventional education and fulfils the requirements of twenty-first-century skills. By doing so, they positively influence the motivation of individuals who contribute to the envisioned future, bringing forth their courage, collaboration, and creativity. In line with this, the data of this study, which examined the impact of preschool teachers’ creative leadership characteristics on children's motivation using a correlational survey model, were collected with the participation of 382 preschool parents, with a 95% confidence interval. The research findings indicate that teachers possessing creative leadership qualities have a moderately positive impact on children’s motivation. Moreover, according to the results of the study, being a creative leader was found to be a significant predictor of motivation variables, indicating a meaningful relationship between them. According to the results of the regression analysis, the regression equation for predicting motivation is as follows: Motivation = .498 Creative Leadership.
{"title":"The impact of the creative leadership qualities of preschool teachers on children’s motivation","authors":"S. Kavak, M. İ. Akyürek","doi":"10.1080/03004430.2023.2243396","DOIUrl":"https://doi.org/10.1080/03004430.2023.2243396","url":null,"abstract":"ABSTRACT\u0000 A teacher with the characteristic of creative leadership adopts approaches beyond conventional education and fulfils the requirements of twenty-first-century skills. By doing so, they positively influence the motivation of individuals who contribute to the envisioned future, bringing forth their courage, collaboration, and creativity. In line with this, the data of this study, which examined the impact of preschool teachers’ creative leadership characteristics on children's motivation using a correlational survey model, were collected with the participation of 382 preschool parents, with a 95% confidence interval. The research findings indicate that teachers possessing creative leadership qualities have a moderately positive impact on children’s motivation. Moreover, according to the results of the study, being a creative leader was found to be a significant predictor of motivation variables, indicating a meaningful relationship between them. According to the results of the regression analysis, the regression equation for predicting motivation is as follows: Motivation = .498 Creative Leadership.","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":"193 1","pages":"1188 - 1198"},"PeriodicalIF":1.4,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41508792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-27DOI: 10.1080/03004430.2023.2234671
Şeyda Karan, Ersoy Erdemir
ABSTRACT The influx of refugees has drastically changed the ethnic composition of early childhood education system in Turkey, especially in provinces where refugees are resettled. Given this change, how refugee and local children are functioning with their wellbeing at school remains an underexplored yet an important area of research. This single case study conducted at multiple sites aimed to examine subjective school wellbeing among Syrian refugee and Turkish local children in public primary schools. Situated within school wellbeing model and ecological systems theory, the study investigated both groups of children’s contextually bounded realities and experiences in their shared school environments. Utilizing child-centred visual elicitation methods and participatory research techniques with 10 children at two schools, the study foregrounded children's subjective voices with respect to indicators of wellbeing at school. Children conceptualized their school wellbeing in having, loving, and being dimensions, along with a variety of subjective indicators associated with each dimension. School wellbeing was not exclusively related to conditions and relations at school level. Rather, home- and neighbourhood-level indicators in proximal environments, as well as policies and societal regulations in distal environments, converged to influence their wellbeing at school. Relevant implications for policy and practice are discussed.
{"title":"Subjective school wellbeing of refugee and local children: Voices from having, loving, and being dimensions","authors":"Şeyda Karan, Ersoy Erdemir","doi":"10.1080/03004430.2023.2234671","DOIUrl":"https://doi.org/10.1080/03004430.2023.2234671","url":null,"abstract":"ABSTRACT The influx of refugees has drastically changed the ethnic composition of early childhood education system in Turkey, especially in provinces where refugees are resettled. Given this change, how refugee and local children are functioning with their wellbeing at school remains an underexplored yet an important area of research. This single case study conducted at multiple sites aimed to examine subjective school wellbeing among Syrian refugee and Turkish local children in public primary schools. Situated within school wellbeing model and ecological systems theory, the study investigated both groups of children’s contextually bounded realities and experiences in their shared school environments. Utilizing child-centred visual elicitation methods and participatory research techniques with 10 children at two schools, the study foregrounded children's subjective voices with respect to indicators of wellbeing at school. Children conceptualized their school wellbeing in having, loving, and being dimensions, along with a variety of subjective indicators associated with each dimension. School wellbeing was not exclusively related to conditions and relations at school level. Rather, home- and neighbourhood-level indicators in proximal environments, as well as policies and societal regulations in distal environments, converged to influence their wellbeing at school. Relevant implications for policy and practice are discussed.","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":"193 1","pages":"1141 - 1158"},"PeriodicalIF":1.4,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43973128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-19DOI: 10.1080/03004430.2023.2236803
Dana Shay, Y. Shavit, Isaac Sasson
{"title":"Poverty in early childhood and future educational achievements","authors":"Dana Shay, Y. Shavit, Isaac Sasson","doi":"10.1080/03004430.2023.2236803","DOIUrl":"https://doi.org/10.1080/03004430.2023.2236803","url":null,"abstract":"","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44467974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-18DOI: 10.1080/03004430.2023.2236321
Meirong Chen, Ting Lan, Yana Jiang
{"title":"Effects of family functioning on problem behaviour among Chinese preschool children: the mediation effect of mother–child relationships","authors":"Meirong Chen, Ting Lan, Yana Jiang","doi":"10.1080/03004430.2023.2236321","DOIUrl":"https://doi.org/10.1080/03004430.2023.2236321","url":null,"abstract":"","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43545409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-10DOI: 10.1080/03004430.2023.2231660
Noa Golani, Meytal Nasie, Osher Carmel
{"title":"Families come in many forms: attitudes and practices of Israeli kindergarten teachers towards diverse families","authors":"Noa Golani, Meytal Nasie, Osher Carmel","doi":"10.1080/03004430.2023.2231660","DOIUrl":"https://doi.org/10.1080/03004430.2023.2231660","url":null,"abstract":"","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43748485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"New kindergarten teachers’ (NKTs) transition into teaching in their induction year: teachers’ and mentors’ perspectives","authors":"Rinat Arviv Elyashiv, Rivi Carmel, Katya Rozenberg","doi":"10.1080/03004430.2023.2231658","DOIUrl":"https://doi.org/10.1080/03004430.2023.2231658","url":null,"abstract":"","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45063446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/03004430.2023.2227775
Lesley-Ann France, S. McIntosh, K. Woods
ABSTRACT Theraplay® is an attachment-based intervention involving adults and children which is practised in a variety of settings across the world. The aim of this scoping review is to explore how Theraplay® has been used as an intervention with children and families in order to inform future practice and to identify any gaps in the current literature. By utilizing a systematic search of key databases and grey literature, eleven papers met the inclusion criteria. Findings showed that Theraplay® has been delivered as an intervention to children and families with a variety of presenting difficulties and in some cases has been used alongside other therapeutic interventions to make a positive change. The review highlights a diversity of methods and measures for the evaluation of outcomes of Theraplay®. Recommendations for further research are suggested.
{"title":"Using Theraplay® to support children and families: a scoping review","authors":"Lesley-Ann France, S. McIntosh, K. Woods","doi":"10.1080/03004430.2023.2227775","DOIUrl":"https://doi.org/10.1080/03004430.2023.2227775","url":null,"abstract":"ABSTRACT Theraplay® is an attachment-based intervention involving adults and children which is practised in a variety of settings across the world. The aim of this scoping review is to explore how Theraplay® has been used as an intervention with children and families in order to inform future practice and to identify any gaps in the current literature. By utilizing a systematic search of key databases and grey literature, eleven papers met the inclusion criteria. Findings showed that Theraplay® has been delivered as an intervention to children and families with a variety of presenting difficulties and in some cases has been used alongside other therapeutic interventions to make a positive change. The review highlights a diversity of methods and measures for the evaluation of outcomes of Theraplay®. Recommendations for further research are suggested.","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":"193 1","pages":"1097 - 1111"},"PeriodicalIF":1.4,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43715972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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