Early Childhood Research Quarterly最新文献_第3页

Understanding associations between early social-emotional screening status and primary school children´s social-emotional well-being in Finland 了解芬兰小学生早期社会情绪筛查状况与社会情绪幸福感的关系

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-12-05 DOI: 10.1016/j.ecresq.2024.11.013

Päivi M.E. Pihlaja , Piia-Kaisa Åminne , Alice S. Carter , Nina Sajaniemi

The present study examined associations between social, emotional, and behavior (SEB) problems in toddlerhood and social and emotional strengths and difficulties at eight years of age. In addition, we were interested in associations between parental worry about the child´s psychosocial and language development in toddlerhood and social and emotional strengths and difficulties at age eight years. Participants were 554 children (52.7% boys) and their parents, involved in a longitudinal study with annual assessments. Parents rated children´s social-emotional competence at eighteen months, using the Brief Infant-Toddler Social and Emotional Assessment (BITSEA), and again at eight years, using the Strengths and Difficulties Questionnaire (SDQ). Parental age, education, socio-economic status and income were applied as control variables. Sex effects were also investigated. Early SEB problems predict some, but not all, aspects of later SE development. While competence delay was associated with less prosocial behavior, SEB problems predicted only hyperactivity and conduct problems, not later peer problems or emotional symptoms. Parental worry, especially about child language development, was an important indicator of later SEB problems. Based on our study results, actions and interventions aiming to support children´s SE development throughout childhood should take into consideration its differentiated form and associations. Furthermore, parental worry about children´s language development should not be ignored when diagnosing SEB problems and competence delays.

本研究考察了幼儿时期的社会、情感和行为（SEB）问题与八岁时的社会和情感优势和困难之间的关系。此外，我们对父母在幼儿期对孩子的社会心理和语言发展的担忧与8岁时的社会和情感优势和困难之间的关系感兴趣。参与者为554名儿童（52.7%为男孩）及其父母，参与了一项年度评估的纵向研究。父母在孩子18个月大的时候使用简短的婴幼儿社会和情感评估（BITSEA）来评估孩子的社会情感能力，在8岁的时候再次使用优势和困难问卷（SDQ）来评估。以父母年龄、受教育程度、社会经济地位和收入为控制变量。性别影响也被调查。早期的SEB问题预示着后期SE发展的某些方面，但不是全部。虽然能力延迟与亲社会行为减少有关，但SEB问题只预示着多动和行为问题，而不是后来的同伴问题或情绪症状。父母的担忧，尤其是对儿童语言发展的担忧，是日后SEB问题的一个重要指标。根据我们的研究结果，旨在支持儿童整个童年时期的SE发展的行动和干预措施应考虑其不同的形式和关联。此外，在诊断SEB问题和能力延迟时，家长对儿童语言发展的担忧不容忽视。

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引用次数: 0

Investigating child care decision-making to understand access among families with low incomes 调查儿童保育决策，了解低收入家庭获得儿童保育的机会

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-12-05 DOI: 10.1016/j.ecresq.2024.11.014

Jennifer K. Finders , Guadalupe Díaz Lara , Megan E. Pratt , Inga J. Nordgren , Wendy Ochoa

In the present study, we examine the extent to which demographic factors, including household subsidy receipt, predict child care access among families with low incomes. To operationalize access, we investigate parental decision-making factors that align with multiple dimensions of the family access framework (i.e., reasonable effort, affordability, support of child development, and meeting parent's needs; Thomson et al., 2020) during the search for a new child care arrangement. Data come from the 2019 National Survey of Early Care and Education and includes 779 low-income families (m annual income = $27,023.51, SD = $15,271.35) with children under the age of 5 who engaged in a child care search during the past two years. Results from logistic regression models revealed various patterns of access according to household race and ethnicity, the age of the child for whom the search was performed, degree of community urbanicity, and whether households received a child care subsidy in the past 12 months. Notably, families in households who received a subsidy had more than two times greater likelihood of finding child care during their search relative to families in households who did not receive a subsidy. Findings have implications for policies designed to expand access to underrepresented populations and in underserved areas.

在本研究中，我们考察了人口因素，包括家庭补贴收入，在多大程度上预测了低收入家庭的儿童保育机会。为了实现可及性，我们调查了与家庭可及性框架（即合理努力、可负担性、对儿童发展的支持和满足父母需求）的多个维度相一致的父母决策因素；Thomson et al., 2020)在寻找新的托儿安排期间。数据来自2019年全国早期护理和教育调查，包括779个低收入家庭（百万年收入= 27,023.51美元，标准差= 15,271.35美元），他们的5岁以下儿童在过去两年中从事托儿服务。逻辑回归模型的结果显示，根据家庭种族和民族、进行搜索的儿童的年龄、社区城市化程度以及家庭在过去12个月内是否获得儿童保育补贴，获得儿童保育服务的模式各不相同。值得注意的是，与没有获得补贴的家庭相比，获得补贴的家庭在寻找过程中找到托儿服务的可能性要高出两倍以上。研究结果对旨在扩大向代表性不足的人口和服务不足地区提供服务的政策具有影响。

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引用次数: 0

A new set of tools for capturing the language used by and with latine preschoolers: The index of sophisticated preschool vocabulary / Índice de vocabulario sofisticado pre-escolar 一套捕捉拉丁语学龄前儿童使用的语言的新工具：复杂学龄前词汇指数/ Índice de vocabulario sofisticado pre-escolar

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-11-29 DOI: 10.1016/j.ecresq.2024.11.006

Adina Schick, Cassie Wuest, Gigliana Melzi

Countless studies have highlighted the critical relation between children's vocabulary during the preschool years and their future academic success. Although much of this work has focused on the number of words young children are exposed to, another key aspect of children's vocabulary is their knowledge and use of sophisticated words. However, to date, there has been no systematic tool for capturing preschoolers’ vocabulary sophistication in both English and Spanish. Thus, the present study sought to develop, pilot, and explore the validity of a tool for capturing the sophisticated vocabulary used by and with young Latine children. Findings resulted in the creation and validation of the Index of Sophisticated Preschool Vocabulary (ISP-English) / Índice de vocabulario sofisticado pre-escolar (ISP-Spanish), tools that can support researchers and educators in accurately and equitably capturing Latine preschoolers’ exposure to and use of sophisticated vocabulary.

无数的研究都强调了学龄前儿童的词汇量与他们未来的学业成就之间的关键关系。尽管这方面的工作主要集中在儿童接触到的词汇数量上，但儿童词汇的另一个关键方面是他们对复杂词汇的认识和使用。然而，到目前为止，还没有系统的工具来捕捉学龄前儿童英语和西班牙语的词汇复杂程度。因此，本研究试图开发、试点和探索一种工具的有效性，以捕获年幼的拉丁儿童使用的复杂词汇。研究结果促成了学前高级词汇索引（isp -英语）/ Índice de vocabulario sofisticado pre-escolar （isp -西班牙语）的创建和验证，这些工具可以帮助研究人员和教育工作者准确、公平地捕捉拉丁学龄前儿童接触和使用高级词汇的情况。

引用次数: 0

Why is ECE enrollment so complicated? An analysis of barriers and co-created solutions from the frontlines 为什么欧洲经委会的招生如此复杂？来自前线的障碍分析和共同创造的解决方案

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-11-28 DOI: 10.1016/j.ecresq.2024.11.007

Kristen A Copeland , Alexis Amsterdam , Heather Gerker , Desire Bennett , Julietta Ladipo , Amy King

Numerous studies have examined the processes parents use in accessing early care and education (ECE) for their children and the barriers parents face to enroll. To our knowledge, previous studies have not engaged both parents and frontline ECE enrollment staff as co-investigators to examine family perspectives and a systems perspective simultaneously. This qualitative study compiled a research team of diverse (family, provider, academic) perspectives combining principles of community-based participatory research (CBPR) and human-centered design in peer-led qualitative interviews (n = 20), focus groups (n = 5) with local ECE staff and managers, and several community synthesis and design sessions (n = 6) with caregivers, ECE staff, and local thought leaders in Cincinnati, Ohio. The goals of the study were to: 1) identify policy-relevant and system-level barriers that keep families with low incomes or families of color from enrolling in high-quality ECE programs and 2) co-design potential policy- and system-interventions or prototypes with parents and local ECE agency partners to overcome these barriers. Nine types of barriers in three categories were elucidated by parents and ECE staff: 1) enrollment barriers such as parents’ lack of awareness of options, excessive and redundant paperwork, outdated technologies used, and lack of transparency paired with poor follow-up communication from ECE staff; 2) practical and logistical barriers such as cost, transportation, and concerns about COVID; and 3) human-factors concerns related to safety, trust, and diversity of ECE environment. Peer researchers co-created eight policy- or system- prototypes or interventions to address these barriers. While our findings suggest that access challenges remain ubiquitous locally, they also demonstrate what is possible when researchers and policymakers intentionally involve targeted users of ECE policy in the designs of those policies and systems.

许多研究调查了父母为孩子获得早期护理和教育（ECE）的过程，以及父母在入学时面临的障碍。据我们所知，以前的研究没有让父母和前线ECE招生人员作为共同调查人员同时检查家庭观点和系统观点。本定性研究汇集了一个研究团队，从不同的角度（家庭、提供者、学术）出发，结合基于社区的参与性研究（CBPR）和以人为本的设计原则，进行同行主导的定性访谈（n = 20），与当地欧洲经委会工作人员和管理人员进行焦点小组（n = 5），并在俄亥俄州辛辛那提市与护理人员、欧洲经委会工作人员和当地思想领袖进行了几次社区综合和设计会议（n = 6）。该研究的目标是：1)确定使低收入家庭或有色人种家庭无法参加高质量的欧洲经委会项目的政策相关和系统层面的障碍；2)与家长和当地欧洲经委会机构合作伙伴共同设计潜在的政策和系统干预措施或原型，以克服这些障碍。家长和欧洲经委会工作人员指出了三类九种障碍：1)入学障碍，如家长缺乏对选择的认识、文书工作过多和冗余、使用过时的技术、缺乏透明度以及欧洲经委会工作人员后续沟通不力；2)实际和后勤障碍，如成本、运输和对COVID的担忧；3)与欧洲经委会环境的安全、信任和多样性有关的人为因素问题。同行研究人员共同创建了八个政策或系统原型或干预措施来解决这些障碍。虽然我们的研究结果表明，获取挑战在当地仍然普遍存在，但它们也表明，当研究人员和政策制定者有意地让欧洲经委会政策的目标用户参与这些政策和系统的设计时，是有可能的。

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引用次数: 0

Exploring home visitors’ use and perceptions of developmental monitoring: A mixed methods study 探索家庭访视者对发展监测的使用和看法：混合方法研究

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-11-25 DOI: 10.1016/j.ecresq.2024.11.011

Sarah Behrens , Lisa A. Mische Lawson , Kathryn Bigelow , Evan Dean , Alice Zhang , Lauren H. Foster , Mindy S. Bridges

Developmental monitoring is an early identification practice essential to identifying a developmental disability in young children. Families play a critical role in developmental monitoring and report greater reliance on community-based programs than on their children's physician to support child development; however, little research has focused on the role of community-based home visitors. We sought to understand home visitors’ experiences with families of young children specific to the recommended developmental monitoring components. Using a mixed methods approach, we surveyed 72 home visitors and interviewed 7 home visitors through focus groups. Results showed that home visitors used the recommended developmental monitoring components with several significant relationships, as well as the overall combined facilitating factors and combined use of the developmental monitoring components. Home visitors experienced varying facilitating factors and barriers, including the use of child development screening tools, cultural and linguistic diversity, and others. These findings indicate that the inclusion of home visitors in developmental monitoring is valuable to early identification practices.

发育监测是一种早期识别方法，对于识别幼儿的发育障碍至关重要。家庭在发育监测中起着至关重要的作用，他们报告说，在支持儿童发育方面，他们更依赖于社区计划，而不是其子女的医生；然而，很少有研究关注社区家庭访视者的作用。我们试图了解家庭访视者与幼儿家庭在建议的发育监测内容方面的具体经验。我们采用混合方法，对 72 名家庭访视者进行了调查，并通过焦点小组对 7 名家庭访视者进行了访谈。结果显示，家访者在使用推荐的发育监测内容时，与一些重要的因素，以及总体的综合促进因素和发育监测内容的综合使用有重要关系。家访者经历了不同的促进因素和障碍，包括儿童发展筛查工具的使用、文化和语言多样性等。这些研究结果表明，将家庭访视者纳入发展监测对早期识别实践很有价值。

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引用次数: 0

The association between maternal social information processing and preschool children social and learning problems via maternal insightfulness and children's social information processing 通过母亲的洞察力和儿童的社会信息处理研究母亲的社会信息处理与学龄前儿童的社会和学习问题之间的联系

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-11-23 DOI: 10.1016/j.ecresq.2024.11.010

Amanda A. Czik , Einat Elizarov , Yair Ziv

Research on early mother-child relationships have long established the associations between maternal thought processes and their children's thoughts and behaviors; however, the pathways behind this intergenerational transference have not yet been fully clarified. Accordingly, the current study focuses on the potential indirect associations between mothers’ social cognition, that is their thinking about social interactions, and children's behavior in preschool through the observed quality of the mother-child relationship and children's social cognition. Specifically, from mothers’ negative social information processing (SIP) patterns to children's social and learning behaviors via maternal insightfulness, dyadic mother-child emotional availability, and children's SIP patterns. The sample included 301 preschoolers and their mothers; data were collected via mother and child direct assessments, video-taped interactions, and teacher questionnaires. Results confirmed connections between mothers’ SIP and their insightfulness regarding their child's thoughts and behaviors, maternal insightfulness and dyadic emotional availability, insightfulness and children's SIP, and children's aggressive SIP patterns with their learning and social behaviors. A partial pathway was introduced and confirmed whereby maternal SIP predicted children's preschool behaviors via maternal insightfulness and children's SIP.

有关早期母子关系的研究早已确定了母亲的思维过程与子女的思维和行为之间的关联；然而，这种代际传递背后的途径尚未完全阐明。因此，本研究主要通过观察母子关系的质量和儿童的社会认知，探讨母亲的社会认知（即母亲对社会交往的思考）与儿童学前行为之间的潜在间接关联。具体地说，从母亲的消极社会信息处理（SIP）模式到儿童的社会和学习行为，都是通过母亲的洞察力、母子关系的情感可得性和儿童的 SIP 模式来实现的。样本包括 301 名学龄前儿童及其母亲；数据通过母子直接评估、互动录像和教师问卷收集。研究结果证实，母亲的 SIP 与她们对孩子的想法和行为的洞察力、母亲的洞察力与夫妻双方的情感可用性、洞察力与孩子的 SIP，以及孩子的攻击性 SIP 模式与他们的学习和社交行为之间存在联系。通过母亲的洞察力和儿童的 SIP，引入并证实了母亲 SIP 预测儿童学前行为的部分路径。

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引用次数: 0

Child care use, preferences and access constraints among Native American, immigrant, refugee and Spanish-speaking families in New Mexico 新墨西哥州美国原住民、移民、难民和讲西班牙语家庭使用儿童保育服务的情况、偏好和限制因素

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-11-19 DOI: 10.1016/j.ecresq.2024.11.008

Hailey Heinz , Dana Bell , Darlene Castillo , Rebecca Fowler , Yoselin Cordova , Sheri Lesansee , Andrew L. Breidenbach , Ruth Juarez , Bibek Acharya , Alexis Kaminsky

This qualitative study examined the child care usage, preferences, and access constraints experienced by diverse parents and primary caregivers in New Mexico in 2020 and 2021. It also investigated the accommodations or compromises families made in response to constraints. Recruitment focused on families with at least one child under age five in four groups of interest: Native Americans, Spanish speakers, Asian immigrants, and African and Middle Eastern refugees. The study found substantial commonalities across the groups, in that all struggled to access child care that they perceived as both affordable and high quality. Difficulties with transportation and finding care available during non-traditional hours emerged as challenges across populations. Families expressed distinct child care challenges and preferences grounded in their cultures, with Native American caregivers reporting limited care options for infants and toddlers on tribal lands, and a desire for care based in indigenous language and practices to help stem systemic cultural loss. Spanish speakers reported fewer access constraints than immigrant and refugee populations who spoke other languages, due in part to the widespread use of Spanish in New Mexico's communities and care settings. Families who did not speak English or Spanish described linguistic access barriers and expressed preferences for linguistically and culturally concordant care, including care that would provide foods and care grounded in Muslim culture. Findings have implications for policymakers seeking to incentivize and support a child care supply that will meet the needs of diverse families.

这项定性研究调查了 2020 年和 2021 年新墨西哥州不同父母和主要照顾者在使用儿童保育服务、偏好和获得服务方面遇到的限制。研究还调查了家庭为应对限制因素而做出的调整或妥协。招募的重点是至少有一个 5 岁以下孩子的家庭，分为四个相关群体：这四个群体是：美国原住民、讲西班牙语者、亚洲移民以及非洲和中东难民。研究发现，这些群体有很多共同点，即都在努力获得他们认为既负担得起又高质量的托儿服务。交通不便和在非传统时间段找不到托儿所是不同人群面临的挑战。美国原住民看护者表示，在部落土地上为婴幼儿提供的看护选择有限，他们希望获得基于原住民语言和习俗的看护，以帮助阻止系统性的文化流失。与讲其他语言的移民和难民相比，讲西班牙语的人在获得护理方面受到的限制较少，部分原因是西班牙语在新墨西哥州的社区和护理环境中得到广泛使用。不会说英语或西班牙语的家庭描述了语言障碍，并表达了对语言和文化协调护理的偏好，包括提供基于穆斯林文化的食品和护理的护理。研究结果对政策制定者激励和支持满足不同家庭需求的托儿所供应具有启示意义。

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引用次数: 0

Factors affecting enrollment of children with disabilities in child care and early education programs: A mixed methods study of Arkansas center-based programs 影响残疾儿童参加托儿和早期教育计划的因素：对阿肯色州中心计划的混合方法研究

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-11-18 DOI: 10.1016/j.ecresq.2024.11.009

Melissa Stoffers , Gerilyn Slicker , Jessica Ain

Children with disabilities experience various barriers to accessing child care and early education despite federal legislation that supports their inclusion in early care programs. This secondary analysis of mixed methods data explores factors that influence enrollment of children with disabilities from the perspective of licensed, center-based early childhood providers in Arkansas. Using survey data from 463 providers, we examined features of centers and their communities associated with child care and early education access for children with disabilities in Arkansas, finding that various features were related to serving and not serving children with disabilities. Additionally, we conducted a thematic analysis of interviews with 35 providers, finding that disability diagnosis, state and program policies, demand, confidence in staff and access to training, and referrals were important to providers’ decision-making process of enrolling children with disabilities. Integrated quantitative and qualitative results have implications for state policies that could increase enrollment of children with disabilities into early childhood programs.

尽管联邦立法支持将残疾儿童纳入早期保育计划，但残疾儿童在接受保育和早期教育时仍会遇到各种障碍。这项混合方法数据的二次分析从阿肯色州获得许可、以中心为基础的幼儿教育机构的角度出发，探讨了影响残疾儿童入学的因素。我们利用来自 463 个托儿所的调查数据，研究了与阿肯色州残疾儿童保育和早期教育机会相关的中心及其社区的特征，发现各种特征都与是否为残疾儿童提供服务有关。此外，我们还对 35 位托养者的访谈进行了主题分析，发现残疾诊断、州和项目政策、需求、对员工的信心和接受培训的机会以及转介对于托养者招收残疾儿童的决策过程非常重要。综合定量和定性结果对各州的政策有一定的启示，这些政策可以提高残疾儿童在儿童早期教育项目中的入学率。

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引用次数: 0

What's missing? A multi-method approach to gaining a fuller understanding of early care and education decision-making 缺什么？采用多种方法更全面地了解早期保育和教育的决策情况

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-11-16 DOI: 10.1016/j.ecresq.2024.11.002

Kyle DeMeo Cook , Kevin Ferreira van Leer , Jill Gandhi , Lisa Kuh

In the absence of large-scale investments of public resources, families in many communities are faced with making early care and education (ECE) decisions within a set of limited options. There is a need to better understand how families make decisions in these environments, the factors that influence their decisions, the information they need and how specific program or community characteristics may play a role in their decisions. This study used a mixed methods approach, integrating administrative, survey and qualitative interview data to provide an in-depth look at family decision-making and access to ECE within one community. We found that families were using multiple types of ECE arrangements for their children. Families considered many factors and engaged in multiple activities. These factors and activities included informal networks and formal local resources, often used simultaneously to garner access to the ECE situations needed. Complicating the decision-making context is that decisions about care change over time, and across children in families with more than one child. In addition, families found accessing information to make their decisions challenging, time consuming, and that universal information was limited. These findings have implications for policy and practice as well as for how the field continues to study ECE access and decision-making. We found that all three data sources alone provided insights, each with their own benefits and limitations. However, deep understanding of a family's ECE decision-making over time and across the family was only gained through multiple data sources and with important insights gleaned through in-depth qualitative interviews. Future research can consider different combinations of methods to use to study ECE decision-making while weighing what is gained and lost when different methods are used.

在缺乏大规模公共资源投入的情况下，许多社区的家庭面临着在有限的选择范围内做出早期保育和教育（ECE）决定的问题。我们需要更好地了解家庭在这些环境中是如何做出决定的、影响他们做出决定的因素、他们所需要的信息以及特定项目或社区特征在他们的决定中是如何发挥作用的。本研究采用了混合方法，综合了行政、调查和定性访谈数据，以深入了解一个社区的家庭决策和获得幼儿教育的情况。我们发现，家庭为其子女使用多种类型的幼教安排。家庭考虑了许多因素并参与了多种活动。这些因素和活动包括非正式网络和正式的当地资源，通常同时使用，以获得所需的幼儿教育情况。使决策环境更加复杂的是，有关保育的决定会随着时间的推移而改变，而且在有多个孩子的家庭中，不同孩子的情况也会发生变化。此外，家庭还发现，获取信息以做出决定具有挑战性，耗费时间，而且通用信息有限。这些发现对政策和实践以及该领域如何继续研究幼儿教育的获取和决策都有影响。我们发现，这三种数据来源都能提供见解，各有各的好处和局限性。然而，只有通过多种数据来源，并通过深入的定性访谈获得重要见解，才能深入了解一个家庭在不同时期和不同家庭中的幼教决策。未来的研究可以考虑使用不同的方法组合来研究幼教决策，同时权衡使用不同方法时的得失。

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引用次数: 0

Consultative roles of early childhood special education teachers: A modeler, an advisor, and a spontaneous practitioner 幼儿特殊教育教师的咨询角色：示范者、顾问和自发实践者

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-11-16 DOI: 10.1016/j.ecresq.2024.11.005

Erika Jokimies , Noora Heiskanen , Hannu Savolainen , Vesa Närhi

This study focused on the ways in which early childhood special education teachers (ECSETs) perform their consultative work and the prevailing structural factors that are connected to it. The significance and centrality of ECSETs’ consultative work have increased as a growing number of ECSETs provide consultative support to other personnel with the aim of enhancing support for children's daily lives in early childhood education and care (ECEC). However, we have limited research-based knowledge about the consultative work done by ECSETs. Therefore, a more comprehensive examination of consultative practices and the factors influencing them is needed. We administered a survey on ECSETs’ (N = 207) consultative work focusing on ECEC in Finland. Using cluster analysis, we identified three consultative work profiles in ECSETs’ practices: a modeler, an advisor, and a spontaneous practitioner. This exploratory study contributes to understanding ECSETs' consultative work, creating potential for further development in this area.

本研究的重点是幼儿特殊教育教师（ECSETs）开展咨询工作的方式以及与之相关的主要结构性因素。随着越来越多的幼儿特教教师为其他人员提供咨询支持，以加强对幼儿教育和保育（ECEC）中儿童日常生活的支持，幼儿特教教师咨询工作的重要性和核心地位日益凸显。然而，我们对幼儿保育和教育专家所从事的咨询工作的研究了解有限。因此，我们需要对咨询实践及其影响因素进行更全面的研究。我们对芬兰幼儿保育和教育中心的咨询工作（N = 207）进行了调查。通过聚类分析，我们在幼儿保育和教育工作者的实践中发现了三种咨询工作类型：建模者、顾问和自发实践者。这项探索性研究有助于了解幼儿保育和教育专家的咨询工作，为这一领域的进一步发展创造了潜力。

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引用次数: 0