幼儿教育中的虚拟质量改进:虚拟观察、目标设定和短信促进循证实践的采用

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Early Childhood Education Journal Pub Date : 2024-09-17 DOI:10.1007/s10643-024-01754-1
Abbie Raikes, Rebecca Sayre Mojgani, Jem Alvarenga Lima, Kelsey Tourek, Jolene Johnson
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引用次数: 0

摘要

美国有数百万幼儿在托儿所就读,这些幼儿教育机构的质量,如儿童参与的活动以及教师与儿童的互动方式,对儿童的发展至关重要。本研究的目的是测试技术辅助观察和反馈系统对幼儿保育质量实践的影响。在内布拉斯加州,对 46 名儿童保育专业人员进行了随机试验,使用新的质量观察工具 "幼儿质量简明量表(BEQI)"中的项目,该工具概述了具体的 EBP。训练有素的观察员对治疗组和对照组进行了 90 分钟的虚拟观察,并从他们的观察中获得了一系列循证实践(EBP)的结果,如让儿童参与有关感受的对话和阅读书籍。然后,治疗组参与者参与 EBP 目标设定,并在 12 周内收到基于文本的信息,而对照组成员只收到观察结果。结果表明,在 12 周的时间里,治疗组的成员明显更有可能增加目标 EBP,其中 62% 的成员在两个或两个以上的目标 EBP 上有所改进,而对照组只有 21% 的成员在两个或两个以上的目标 EBP 上有所改进。70%的治疗组成员认为该计划对他们所照顾的儿童有益,73%的治疗组成员会向其他儿童保育专业人员推荐该计划。根据一个简单的观察工具向教育工作者提供反馈,有助于促进在托儿机构中采用 EBP,通过短信重点关注目标设定和支持特定实践的干预措施会产生积极的效果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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Virtual Quality Improvement in Early Childhood: Virtual Observations, Goal Setting, and Text Messaging to Promote Adoption of Evidence-based Practices

Millions of young children attend childcare settings in the United States and the quality of these early childhood settings, such as the activities children engage in and how teachers interact with children, matter for children’s development. This study was designed to test the impacts of a tech-enabled observation and feedback system focused on quality practices in early childcare. A randomized trial of 46 childcare professionals using items from a new observational quality tool outlining specific EBP, Brief Early Childhood Quality Inventory (BEQI), in Nebraska, was conducted. Treatment and control groups were observed virtually for 90 min by trained observers and received results from their observations on a set of evidence-based practices (EBP), such as engaging children in conversations about feelings and reading books. Treatment group participants then engaged in goal setting for EBP and received text-based messages for 12 weeks, while control group members only received observation results. Results indicated that treatment group members were significantly more likely to increase EBP that were targeted for change over the course of 12 weeks, with 62% showing improvement on two or more target EBP, whereas only 21% of the control group showed improvement on two or more target EBP. 70% of treatment group members agreed that the program was beneficial for the children in their care, and 73% would recommend the program to another childcare professional. Providing feedback to educators based on a simple observational tool can help promote adoption of EBP in childcare settings, with positive effects of an intervention focused on goal setting and support for specific practices through text messaging.

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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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