The present study aims to investigate the role of vocabulary knowledge in composition writing among Chinese children. Drawing on Nation’s (2001) vocabulary framework, this study operationalized Chinese vocabulary knowledge from receptive and productive perspectives and in form, meaning, and use domain, respectively. A total of five measures assessing receptive vocabulary knowledge, productive vocabulary knowledge (form, meaning, and use), and composition writing skills were administered to 249 Chinese students in grade 4 (N = 91), grade 5 (N = 90), and grade 6 (N = 68). Hierarchical regression results showed that across upper elementary grades, productive vocabulary knowledge made a significant and substantial contribution to Chinese writing performance after controlling for age and receptive vocabulary knowledge. Inspections on vocabulary knowledge in each individual domain further revealed that knowledge of vocabulary form was the strongest predictor of writing performance at grade 4, while knowledge of vocabulary meaning and use make increasing contributions to composition writing at higher grades. Findings from this study underline the relative importance of productive vocabulary knowledge in form, meaning, and use at different developmental stages and extend writing models to non-alphabetical languages. Pedagogical implications were also drawn from the present study to inform better educational practices on scaffolding beginning writers with specific aspects of vocabulary knowledge.
{"title":"The Role of Chinese Vocabulary Knowledge in Composition Writing among Upper Elementary School Students","authors":"Yingsheng Liu, Victoria Murphy","doi":"10.5539/jedp.v14n1p35","DOIUrl":"https://doi.org/10.5539/jedp.v14n1p35","url":null,"abstract":"The present study aims to investigate the role of vocabulary knowledge in composition writing among Chinese children. Drawing on Nation’s (2001) vocabulary framework, this study operationalized Chinese vocabulary knowledge from receptive and productive perspectives and in form, meaning, and use domain, respectively. A total of five measures assessing receptive vocabulary knowledge, productive vocabulary knowledge (form, meaning, and use), and composition writing skills were administered to 249 Chinese students in grade 4 (N = 91), grade 5 (N = 90), and grade 6 (N = 68). Hierarchical regression results showed that across upper elementary grades, productive vocabulary knowledge made a significant and substantial contribution to Chinese writing performance after controlling for age and receptive vocabulary knowledge. Inspections on vocabulary knowledge in each individual domain further revealed that knowledge of vocabulary form was the strongest predictor of writing performance at grade 4, while knowledge of vocabulary meaning and use make increasing contributions to composition writing at higher grades. Findings from this study underline the relative importance of productive vocabulary knowledge in form, meaning, and use at different developmental stages and extend writing models to non-alphabetical languages. Pedagogical implications were also drawn from the present study to inform better educational practices on scaffolding beginning writers with specific aspects of vocabulary knowledge.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":"243 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139202428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Using multiple linear regression analysis, this research explores racially and ethnically diverse students’ feelings of math anxiety, how these beliefs shape their achievement in the subject, and whether students’ math anxiety and performance in mathematics vary based on students’ gender, race/ethnicity, and math level. Moreover, this study investigated the potential protective functions of perceiving a high proportion of same-ethnic peers in math class for buffering against the detrimental effects of high math anxiety on achievement. Results showed that when African American students reported a high level of math anxiety, their math grades were lower when they also perceived there to be a high proportion of same-ethnic peers in their math course compared to White students with similar levels of math anxiety and perceptions of same-ethnic peers. These results suggest that the effects of classroom same-ethnic representation for students’ academic outcomes are more nuanced than labeling it as a “protective” factor. Other contextual factors may influence the relationship between math anxiety, perceived same-ethnic representation in math class, and achievement and should be explored in future research.
{"title":"Math Anxiety, Achievement and Perceptions of Same-Ethnic Peers in Math Class","authors":"Piper J. Harris, Sandra Graham","doi":"10.5539/jedp.v14n1p23","DOIUrl":"https://doi.org/10.5539/jedp.v14n1p23","url":null,"abstract":"Using multiple linear regression analysis, this research explores racially and ethnically diverse students’ feelings of math anxiety, how these beliefs shape their achievement in the subject, and whether students’ math anxiety and performance in mathematics vary based on students’ gender, race/ethnicity, and math level. Moreover, this study investigated the potential protective functions of perceiving a high proportion of same-ethnic peers in math class for buffering against the detrimental effects of high math anxiety on achievement. Results showed that when African American students reported a high level of math anxiety, their math grades were lower when they also perceived there to be a high proportion of same-ethnic peers in their math course compared to White students with similar levels of math anxiety and perceptions of same-ethnic peers. These results suggest that the effects of classroom same-ethnic representation for students’ academic outcomes are more nuanced than labeling it as a “protective” factor. Other contextual factors may influence the relationship between math anxiety, perceived same-ethnic representation in math class, and achievement and should be explored in future research.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139211403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is a gap in the literature concerning how recency biases develop in younger cohorts, and their impact on mathematical reasoning. The gambler’s fallacy is a negative recency bias that is defined as the false belief that for independent events, a streak of one outcome means that outcome is less likely to occur on a subsequent trial. In order to explore the developmental trajectory of this phenomenon, two groups of young children (4-5 years vs 7-8 years) participated in three tasks. All children first participated in a Flanker Inhibitory Control and Attention Test. The results of this test served to provide a measure of executive functioning for each participant. Next the children participated in two outcome prediction tasks. In one, each child observed a “friend” hiding behind one of two bushes over a sequence of trials, and then predicted their hiding location on a critical choice trial. In the other prediction task, participants observed an animation of a leaf falling from a tree and landing in one of two locations. In a critical choice trial, the participants predicted the landing spot of the leaf for the subsequent trial. Our data show 1) age differences in executive functioning scores, 2) an increase in negative recency bias as a function of executive functioning, and 3) the influence of framing effects on recency bias.
{"title":"Assessing Gambler’s Fallacy in Children Through Framing and Executive Functioning","authors":"Juliette H. Pope, J. Mark Cleaveland","doi":"10.5539/jedp.v14n1p11","DOIUrl":"https://doi.org/10.5539/jedp.v14n1p11","url":null,"abstract":"There is a gap in the literature concerning how recency biases develop in younger cohorts, and their impact on mathematical reasoning. The gambler’s fallacy is a negative recency bias that is defined as the false belief that for independent events, a streak of one outcome means that outcome is less likely to occur on a subsequent trial. In order to explore the developmental trajectory of this phenomenon, two groups of young children (4-5 years vs 7-8 years) participated in three tasks. All children first participated in a Flanker Inhibitory Control and Attention Test. The results of this test served to provide a measure of executive functioning for each participant. Next the children participated in two outcome prediction tasks. In one, each child observed a “friend” hiding behind one of two bushes over a sequence of trials, and then predicted their hiding location on a critical choice trial. In the other prediction task, participants observed an animation of a leaf falling from a tree and landing in one of two locations. In a critical choice trial, the participants predicted the landing spot of the leaf for the subsequent trial. Our data show 1) age differences in executive functioning scores, 2) an increase in negative recency bias as a function of executive functioning, and 3) the influence of framing effects on recency bias.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":"89 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134901392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 13, No. 2, 2023.
《教育与发展心理学杂志》，第13卷，第2期，2023年。
{"title":"Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 13, No. 2","authors":"Carol Wong","doi":"10.5539/jedp.v13n2p120","DOIUrl":"https://doi.org/10.5539/jedp.v13n2p120","url":null,"abstract":"Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 13, No. 2, 2023.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":"2 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135714291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Matt Orr, Alzena Ilie, Christine T. Chambers, Isabel M. Smith, Penny Corkum
An eLearning professional development (PD) program, ASSIST for Disruptive Classroom Behaviour, was developed using an iterative user-centred design approach. This program was designed to support teachers in the implementation of teacher-implemented in-class interventions for disruptive classroom behaviour (DCB). The objective of the current study was to determine the usability of this program. Overall, the results suggest that end-users (i.e., classroom teachers) and stakeholders (i.e., administrators, specialized teachers, school psychologists, and behaviour specialists) found the program to have high usability and reported that it was ready to be used by other teachers, that they found it flexible to adapt to their classroom setting; they provided high satisfaction ratings for this program. In addition to the positive findings, the primary constructive feedback was that tangible downloadable materials should be added to the ASSIST for Disruptive Classroom Behaviour program to meet classroom teachers’ needs better. Based on all results, the program, with a few minor modifications, was deemed ready for effectiveness testing.
{"title":"Usability of an eLearning Professional Development Program for Elementary Classroom Teachers: ASSIST for Disruptive Classroom Behaviours","authors":"Matt Orr, Alzena Ilie, Christine T. Chambers, Isabel M. Smith, Penny Corkum","doi":"10.5539/jedp.v14n1p1","DOIUrl":"https://doi.org/10.5539/jedp.v14n1p1","url":null,"abstract":"An eLearning professional development (PD) program, ASSIST for Disruptive Classroom Behaviour, was developed using an iterative user-centred design approach. This program was designed to support teachers in the implementation of teacher-implemented in-class interventions for disruptive classroom behaviour (DCB). The objective of the current study was to determine the usability of this program. Overall, the results suggest that end-users (i.e., classroom teachers) and stakeholders (i.e., administrators, specialized teachers, school psychologists, and behaviour specialists) found the program to have high usability and reported that it was ready to be used by other teachers, that they found it flexible to adapt to their classroom setting; they provided high satisfaction ratings for this program. In addition to the positive findings, the primary constructive feedback was that tangible downloadable materials should be added to the ASSIST for Disruptive Classroom Behaviour program to meet classroom teachers’ needs better. Based on all results, the program, with a few minor modifications, was deemed ready for effectiveness testing.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":"140 2-3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135321096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The concept of ‘precrastination’ as opposed to procrastination has emerged. Precrastination describes scenarios where individuals initiate tasks sooner, even when at a cost or extra effort, to possibly alleviate cognitive load. Recent literature has explored the merits of delaying or promptly addressing aversive tasks. When confronted with aversive tasks, conventional wisdom suggests addressing them immediately. Recent research has underscored the advantages of prompt task completion, even if it incurs additional costs. Nevertheless, the optimal task order remains elusive. Moreover, the influence of situational factors and individual differences on task sequencing is not fully understood. This study specifically examined the interaction between the proximity of deadlines and self-efficacy to clarify their combined effects on task order preferences. Results indicated that individuals with high self-efficacy tend to start with their preferred task when the deadline is distant but conduct aversive tasks first when the deadline is imminent. This paper suggests that people with high self-efficacy strategically sequence tasks, optimizing efficiency based on situational demands.
{"title":"High Self-Efficacy and Precrastination: Task Order Choices Based on Deadline Proximity","authors":"Miki Adachi","doi":"10.5539/jedp.v13n2p113","DOIUrl":"https://doi.org/10.5539/jedp.v13n2p113","url":null,"abstract":"The concept of ‘precrastination’ as opposed to procrastination has emerged. Precrastination describes scenarios where individuals initiate tasks sooner, even when at a cost or extra effort, to possibly alleviate cognitive load. Recent literature has explored the merits of delaying or promptly addressing aversive tasks. When confronted with aversive tasks, conventional wisdom suggests addressing them immediately. Recent research has underscored the advantages of prompt task completion, even if it incurs additional costs. Nevertheless, the optimal task order remains elusive. Moreover, the influence of situational factors and individual differences on task sequencing is not fully understood. This study specifically examined the interaction between the proximity of deadlines and self-efficacy to clarify their combined effects on task order preferences. Results indicated that individuals with high self-efficacy tend to start with their preferred task when the deadline is distant but conduct aversive tasks first when the deadline is imminent. This paper suggests that people with high self-efficacy strategically sequence tasks, optimizing efficiency based on situational demands.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136068224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Matt Orr, Jason Isaacs, Alzena Ilie, Christine T. Chambers, Isabel M. Smith, Penny Corkum
Disruptive classroom behaviour (DCB) is highly prevalent and is associated with poor outcomes. Although effective, in-class interventions exist for disruptive behaviour, several barriers prevent teachers from using them. The current systematic review and meta-analysis take a unique approach to the literature by focusing on teacher-implemented in-class interventions. The aims of the systematic review and meta-analysis are to (a) to identify studies that evaluated teacher-implemented in-class interventions for DCB in the extant literature, (b) extract characteristics of the interventions related to implementation (e.g., time commitment, training required), and (c) estimate an overall effect size of the interventions on DCB. A systematic review, conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, identified 45 articles included in the final review, of which 27 were included in the meta-analysis. Intervention characteristics were summarized for the 28 identified interventions. The combined effect size of the studies was positive and large when estimated using a random-effects model. The results suggest that while there is evidence for the effectiveness of these interventions, the poor methodological quality of the included studies may inflate the effectiveness. These results also suggest future directions for research regarding teacher-implemented in-class interventions for DCB.
{"title":"A Systematic Review and Meta-Analysis of Teacher-Implemented Interventions for Disruptive Behaviour in the Inclusive Classroom","authors":"Matt Orr, Jason Isaacs, Alzena Ilie, Christine T. Chambers, Isabel M. Smith, Penny Corkum","doi":"10.5539/jedp.v13n2p95","DOIUrl":"https://doi.org/10.5539/jedp.v13n2p95","url":null,"abstract":"Disruptive classroom behaviour (DCB) is highly prevalent and is associated with poor outcomes. Although effective, in-class interventions exist for disruptive behaviour, several barriers prevent teachers from using them. The current systematic review and meta-analysis take a unique approach to the literature by focusing on teacher-implemented in-class interventions. The aims of the systematic review and meta-analysis are to (a) to identify studies that evaluated teacher-implemented in-class interventions for DCB in the extant literature, (b) extract characteristics of the interventions related to implementation (e.g., time commitment, training required), and (c) estimate an overall effect size of the interventions on DCB. A systematic review, conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, identified 45 articles included in the final review, of which 27 were included in the meta-analysis. Intervention characteristics were summarized for the 28 identified interventions. The combined effect size of the studies was positive and large when estimated using a random-effects model. The results suggest that while there is evidence for the effectiveness of these interventions, the poor methodological quality of the included studies may inflate the effectiveness. These results also suggest future directions for research regarding teacher-implemented in-class interventions for DCB.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135618334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Matt Orr, Jacob Belliveau, Christine Chambers, Isabel M. Smith, Penny Corkum
Teachers have limited access to training in in-class interventions for disruptive classroom behaviour (DCB). The goal of the current study was to understand the needs of end-users and stakeholders for teacher-implemented in-class interventions for DCB and their perspectives on eLearning about behaviour management. The needs assessment involved a mixed methods design using a structured interview and an online survey. Descriptive statistics were used to summarize survey responses, with open-ended data used for contextualization. The results revealed: (a) end-users and stakeholders were aware of and reported using many of the interventions that have been assessed in the literature, (b) more frequently used interventions were perceived as more effective, (c) interventions were inconsistently implemented and inconsistently effective, and (d) the implementation of interventions was influenced by student-teacher relationships. Results also indicated that while the participants perceived many positives of using eLearning, there were also some perceived barriers.
{"title":"Listening to the Experts: A Needs Assessment of ASSIST for Disruptive Classroom Behaviour an eLearning Professional Development Program for Classroom Teachers","authors":"Matt Orr, Jacob Belliveau, Christine Chambers, Isabel M. Smith, Penny Corkum","doi":"10.5539/jedp.v13n2p78","DOIUrl":"https://doi.org/10.5539/jedp.v13n2p78","url":null,"abstract":"Teachers have limited access to training in in-class interventions for disruptive classroom behaviour (DCB). The goal of the current study was to understand the needs of end-users and stakeholders for teacher-implemented in-class interventions for DCB and their perspectives on eLearning about behaviour management. The needs assessment involved a mixed methods design using a structured interview and an online survey. Descriptive statistics were used to summarize survey responses, with open-ended data used for contextualization. The results revealed: (a) end-users and stakeholders were aware of and reported using many of the interventions that have been assessed in the literature, (b) more frequently used interventions were perceived as more effective, (c) interventions were inconsistently implemented and inconsistently effective, and (d) the implementation of interventions was influenced by student-teacher relationships. Results also indicated that while the participants perceived many positives of using eLearning, there were also some perceived barriers.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135779926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this paper is to analyze the factors affecting the development of family parent-child play in young children. In the literature review section, the concepts of parent-child play and family parent-child play are first defined, and their essential characteristics and connotations are clarified. Then, using the research method of desktop research, the current research status at home and abroad was analyzed, and it was found that domestic research mainly focused on three aspects: society, kindergarten and family, while foreign research mainly focused on cross-cultural research of parent-child play, psychotherapy, parental roles and influencing factors. This study also utilized semi-structured interviews to understand the current status of parent-child play conducted by parents today through interviews. An assessment of the existing research found that although some results have been achieved in the areas of the role of parent-child play, parental roles and psychotherapy, there are still some issues that need to be improved and thoroughly researched. Research on kindergarten parent-child game design is too general, research on family parent-child games is limited by geographical space, empirical studies are not detailed and in-depth enough, and there is a lack of exploration of the changes in the types of parent-child games under social change. Therefore, this paper aims to further explore these issues and deeply analyze the factors affecting the development of family parent-child games for young children. Using desktop research method and interview method, this paper aims to provide theoretical and practical guidance for promoting the development of parent-child play in families with young children by examining physical, individual and social factors, and by drawing on foreign research findings in cross-cultural studies, psychotherapy, parental roles and factors influencing parent-child play. The significance of this paper is that it fills the gap in the research on early childhood family parent-child play and provides a theoretical basis for further research and practice.
{"title":"Analysis of the Factors Affecting the Development of Parent-Child Play in Young Families","authors":"Guan Ying","doi":"10.5539/jedp.v13n2p71","DOIUrl":"https://doi.org/10.5539/jedp.v13n2p71","url":null,"abstract":"The purpose of this paper is to analyze the factors affecting the development of family parent-child play in young children. In the literature review section, the concepts of parent-child play and family parent-child play are first defined, and their essential characteristics and connotations are clarified. Then, using the research method of desktop research, the current research status at home and abroad was analyzed, and it was found that domestic research mainly focused on three aspects: society, kindergarten and family, while foreign research mainly focused on cross-cultural research of parent-child play, psychotherapy, parental roles and influencing factors. This study also utilized semi-structured interviews to understand the current status of parent-child play conducted by parents today through interviews. An assessment of the existing research found that although some results have been achieved in the areas of the role of parent-child play, parental roles and psychotherapy, there are still some issues that need to be improved and thoroughly researched. Research on kindergarten parent-child game design is too general, research on family parent-child games is limited by geographical space, empirical studies are not detailed and in-depth enough, and there is a lack of exploration of the changes in the types of parent-child games under social change. Therefore, this paper aims to further explore these issues and deeply analyze the factors affecting the development of family parent-child games for young children. Using desktop research method and interview method, this paper aims to provide theoretical and practical guidance for promoting the development of parent-child play in families with young children by examining physical, individual and social factors, and by drawing on foreign research findings in cross-cultural studies, psychotherapy, parental roles and factors influencing parent-child play. The significance of this paper is that it fills the gap in the research on early childhood family parent-child play and provides a theoretical basis for further research and practice.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70775939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This qualitative study aimed to enhance our comprehension of how first-grade teachers communicated and collaborated with the parents of their pupils during the COVID-19 pandemic. Participants’ experiences of teacher-parent communication were gathered using semi-structured in-depth non-directive interviews, which yielded three patterns: pressure; positive, enjoyable communication; and communication difficulties. Recognizing the significance of maintaining ongoing communication with parents, especially for young children, teachers remained committed and attentive, taking the initiative to establish platforms that facilitated communication. The study acknowledges its limitations and suggests future research opportunities to further deepen our understanding of the two-way dialogue between teachers and parents of first graders, who often bear significant concerns as their children enter the education system.
{"title":"Teachers’ Collaboration with Parents of First-Grade Pupils during the COVID-19 Pandemic","authors":"A. Dor","doi":"10.5539/jedp.v13n2p63","DOIUrl":"https://doi.org/10.5539/jedp.v13n2p63","url":null,"abstract":"This qualitative study aimed to enhance our comprehension of how first-grade teachers communicated and collaborated with the parents of their pupils during the COVID-19 pandemic. Participants’ experiences of teacher-parent communication were gathered using semi-structured in-depth non-directive interviews, which yielded three patterns: pressure; positive, enjoyable communication; and communication difficulties. Recognizing the significance of maintaining ongoing communication with parents, especially for young children, teachers remained committed and attentive, taking the initiative to establish platforms that facilitated communication. The study acknowledges its limitations and suggests future research opportunities to further deepen our understanding of the two-way dialogue between teachers and parents of first graders, who often bear significant concerns as their children enter the education system.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48316152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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