-
Ongoing attachments with stuffed toys: conceptualizing childhood and teaching through transitional objects Early Years (IF 1.069) Pub Date : 2024-03-18 Sandra Chang-Kredl, Lisa Farley, Julie C. Garlen, Debbie Sonu
In this article, we highlight how adults remain emotionally involved with transitional objects, such as stuffed animals, carried over from their childhoods. Drawing on focus groups involving underg...
-
International perspectives on early childhood education curriculum development: reflections on a documentary review Early Years (IF 1.069) Pub Date : 2024-03-13 Ignasia Renatus Mligo
This paper considers the development of an early childhood education curriculum using an analytic framework informed by international perspectives on early childhood education curriculum developmen...
-
List of reviewers from 2023 Early Years (IF 1.069) Pub Date : 2024-02-26
Published in Early Years: An International Research Journal (Vol. 44, No. 1, 2024)
-
Home-based early intervention services for children with disabilities in Saudi Arabia: opportunities and challenges from a specialists perspective Early Years (IF 1.069) Pub Date : 2024-02-19 Rahaf F. Bedaiwi, Nizar H. Bagadood, Mona F. Sulaimani
This study seeks an understanding of the opportunities and challenges involved in providing home based early intervention services for children with disabilities in Saudi Arabia (SA), from the pers...
-
‘Nobody left behind’: barriers to engagement in early years digitally mediated leadership development Early Years (IF 1.069) Pub Date : 2024-01-31 Kayla Halls, Mona Sakr, Kerris Cooper
This research pinpoints the barriers UK early years (EY) leaders face in accessing digitally mediated leadership development. Furthermore, we consider initiatives to disrupt digital exclusion and e...
-
What does it (not) mean to be “Froebelian”?: exploring Scottish early years professionals’ perspectives Early Years (IF 1.069) Pub Date : 2024-01-30 Fatma Busra Aksoy Kumru
In Scotland, the work of Friedrich Froebel (1782–1852) has captured the interest of practitioners, policy makers and academics. Indeed, the National Guidance, Realising the Ambition: Being Me sugge...
-
The ‘it’ factor: expectations of ‘good’ early childhood teachers in Australia Early Years (IF 1.069) Pub Date : 2024-01-19 Andrea Nolan, Natalie Robertson, Katherine Bussey
Preparing early childhood teachers for the workforce is a national priority for Australia due to shortages of qualified early childhood professionals and increases in children attending early child...
-
Impact of Kindergarten Teachers’ Scientific Processing Skills Training on Children’s Science and Mathematics Development Early Years (IF 1.069) Pub Date : 2024-01-08 Hüseyin Kotaman, Seval Ördek İnceoğlu
The purpose of the study is to examine the impact of in-service education for early childhood teachers about scientific processing skills on young children’s (5–6 year-old) science and mathematics ...
-
Using picturebooks to support student teachers to address complex social justice issues in early childhood education settings Early Years (IF 1.069) Pub Date : 2024-01-04 Nicola Daly, Janette Kelly-Ware
Aotearoa New Zealand society is diverse in its ethnic, cultural and linguistic composition. Teachers in all education settings in this country are required to develop learning focused-cultures that...
-
Inclusive active play curriculum in pre-service Canadian early childhood education programs Early Years (IF 1.069) Pub Date : 2023-11-03 Leah G. Taylor, Mara Primucci, Maeghan E. James, Kelly P. Arbour-Nicitopoulos, Patricia Tucker
While active play in childcare settings is important for children’s development and wellbeing, children with disabilities are frequently excluded from these experiences. This could be a consequence...
-
Service children’s wellbeing in the context of three- to four-year-old Army children experiencing a parental deployment Early Years (IF 1.069) Pub Date : 2023-11-01 Georgina Normile
Where ‘wellbeing’ is referred to in relation to children from Armed Forces (service) backgrounds, it is often done so in absence of an exploration of this conceptually vague term. This is problemat...
-
STEAM education with young learners: five different design processes Early Years (IF 1.069) Pub Date : 2023-10-27 Zeynep Temiz, Mustafa Çevik
The Science, Technology, Engineering, Arts and Mathematics (STEAM) approach has a variety of benefits for all children as it triggers multiple senses through hands-on activities, experiential learn...
-
‘We cry together every day’ – expressing complex emotion in research with early childhood practitioners Early Years (IF 1.069) Pub Date : 2023-10-27 Angela Hodgkins, Peter Gossman, Rachael Paige, Richard Woolley
This article uses selected findings from a small-scale research project entitled ‘Exploring early childhood practitioners’ perceptions of empathic interactions with children and families’. The proj...
-
A case study of young children’s play negotiations in free play Early Years (IF 1.069) Pub Date : 2023-10-10 Patricia Donner, Siv Lundström, Mia Heikkilä
This study seeks to understand how children express themselves socially and emotionally in play negotiations in early childhood education and care (ECEC) settings. It addresses the following resear...
-
The policy-research-practice triangle in New Zealand early childhood education: Complexities, impossibilities and silences Early Years (IF 1.069) Pub Date : 2023-09-24 Olivera Kamenarac, Kiri Gould, Parisa Tadi
Inspired by the New Zealand Association for Research in Education (NZARE) Conference 2022, entitled ‘The Mighty Triangle: The strength of the research-policy-practice triangle for addressing local,...
-
Supervisory discussions during the early childhood education and care student teacher practicum period – the cultural scripts, phases and discourses Early Years (IF 1.069) Pub Date : 2023-09-10 Heidi Chydenius, Tuulikki Ukkonen-Mikkola, Elina Fonsén
ABSTRACT Practicum periods are an essential part of early childhood education and care (ECEC) teacher training. To support a student’s learning, they need supervision by an expert ECEC teacher to process and analyse information, and supervisory discussions are key forums for that. The aim of this study is to examine the cultural scripts that are identifiable through discourse analysis of supervisory
-
Preparing and supporting professionals working with infants and toddlers Early Years (IF 1.069) Pub Date : 2023-08-17 Sara Barros Araújo, Peter Elfer, Gloria Quiñones
Published in Early Years: An International Research Journal (Vol. 43, No. 3, 2023)
-
Parent–child play and coping: experiences of parents and young children during the pandemic Early Years (IF 1.069) Pub Date : 2023-08-08 Burcu Izci, Eda Bakır-Yalçın, Ithel Jones
ABSTRACT Play can create a safe environment for children to escape from worries. The global COVID-19 pandemic and stay-at-home orders were stressful events for young children and families. This case study documents children’s and parents’ play, emotions and coping strategies during the COVID-19 pandemic in Turkey. Five mothers and their young children participated in our study, and we used the Parent
-
‘It’s not cardboard, it’s a house’: cartographies of agentic assemblage in the early childhood classroom Early Years (IF 1.069) Pub Date : 2023-08-02 José J. Roa-Trejo, Alejandra Pacheco-Costa, Fernando Guzmán-Simón
ABSTRACT The concept of assemblage, drawing on the posthuman theorisations of Deleuze and Guattari, delineates a dynamic and new materialist approach to an event. In this approach, desires, material agency and (de)(re)territorialisation emerge as key concepts, and open ways to understand the school classroom in early childhood as a territory where lines of flight challenge the boundaries of normative
-
Job stress and teacher burnout in preschools – Preliminary assessment of the buffer effect of job resources in the stressor-strain model in a lower-middle-income country Early Years (IF 1.069) Pub Date : 2023-07-26 Michael Osei Aboagye, Collins Opoku Antwi, Kotor Asare, Ntim Seth, Ficus Gyasi, Frimpong Kwasi
ABSTRACT This study examines how asymmetric job conditions deplete the psychological resources of the ECE workforce in a lower-middle-income country (LMIC). Specifically, this preliminary study, using data from preschool teaching staff, examined the influence of (a) job demands (emotional demand, workload, role conflict and work-family conflict) on psychological burnout (emotional exhaustion), and
-
Pedagogical coaches in childcare: opening the black box between input and output Early Years (IF 1.069) Pub Date : 2023-07-23 Jochen Devlieghere, Lobke Van Lombergen, Michel Vandenbroeck
ABSTRACT Lately, pedagogical coaches have been deployed in childcare as a form of continuous professional development (CPD) with the aim of improving the quality of childcare. While we have a clear understanding of what coaching should involve to be effective and how it improves the learning outcomes of young children, research has failed to capture the perspectives of the actors involved, such as
-
Creating spaces called hope: the critical leadership role of owner/managers in developing outdoor pedagogies for infants and toddlers Early Years (IF 1.069) Pub Date : 2023-07-23 Nicola Kemp, Jo Josephidou
ABSTRACT There is increasing concern about the ways in which neoliberalism is impacting Early Childhood Education and Care (ECEC), particularly in relation to infants and toddlers. The neoliberal agenda positions the outdoors as risky and a place to be physically active, potentially excluding the youngest children from these spaces. Drawing upon case study data from a larger project exploring outdoor
-
Supporting educators’ emotional work with infants and their families around transitions at the start of the day Early Years (IF 1.069) Pub Date : 2023-07-21 Robyn Dolby, Belinda Friezer, Eilish Hughes, Jools Page, Vickie Meade
ABSTRACT This article describes the professional development program, Baby Playspace Learning (BPL), and evaluates its capacity to build close relationships between educators, parents, their infants and infant peers during the morning transitions in ECEC settings. Using a pre-post design, video recordings of 20 (10 pre and 10 post) morning transitions were collected across a 12-month period and analysed
-
The effects of the COVID-19 pandemic on preschool teachers’ identity Early Years (IF 1.069) Pub Date : 2023-07-17 Iskender Gelir
ABSTRACT COVID-19 has affected different aspects of teachers’ personal and professional lives, including their teaching skills and their relationships with each other and the children they teach. This study investigated the effects of COVID-19 on preschool teachers’ identity in a city in South East Turkey between September and October 2020. It aimed to understand how the teachers coped with the situation
-
Supporting childcare professionals in approaching multilingualism: insights from a collaborative process for professional development Early Years (IF 1.069) Pub Date : 2023-07-17 Brecht Peleman, Hester Hulpia, Lisandre Bergeron-Morin
ABSTRACT Although childcare professionals play a crucial role in creating stimulating environments for multilingual infants and toddlers and in establishing partnerships with multilingual parents, they often feel uncertain and inexperienced about it. This is especially true in multilingual contexts where three or more home languages in a single family are not uncommon, as is the case in Flanders (Belgium)
-
The process of becoming a nursery caregiver: the interactive perspective Early Years (IF 1.069) Pub Date : 2023-07-14 Katarzyna Gajek
ABSTRACT The main aim of this paper is to reconstruct the process of becoming a caregiver working in early childhood and care (ECEC) daycare centres for children up to three years of age in Poland. The theoretical framework is the concept of becoming, through which the formation of professional identity, within the social world of the nursery, is reconstructed. The process of becoming a nursery caregiver
-
On becoming an infant-toddler pedagogue: perceived contributions of heuristic play in initial professional education Early Years (IF 1.069) Pub Date : 2023-07-12 Sara Barros Araújo, Susana Esteves, Margarida Marta
ABSTRACT In Portugal, professional preparation for working with infants and toddlers is often characterized as insufficient and/or inadequate in light of the specific professionalism required for working with very young children. This study is situated in initial professional education (IPE) and, in particular, on practicum experiences within an early childhood education professional Master’s programme
-
Children’s transitions in early childhood education and care: various combinations of dis-/continuities Early Years (IF 1.069) Pub Date : 2023-07-10 Kaisa Harju, Mari Vuorisalo, Maiju Paananen, Niina Rutanen
ABSTRACT This longitudinal multiple case study explores children’s transitions within early childhood education and care (ECEC) in Finland. In ECEC children typically transition from one group or center to another. This study explores how physical, social and philosophical discontinuities and continuities constitute these transitions. Five focus children’s transitions were followed in and between separate
-
The role of placement and practicum in the professional readiness of ECEC educators working with infants and toddlers Early Years (IF 1.069) Pub Date : 2023-07-10 Eleni Katsiada, Maria Hatzigianni, Eleni Sotiropoulou
ABSTRACT This study took place in the University of West Attica, Department of Early Childhood Education and Care (ECEC) in Greece, founded in 2018, which focuses on the learning, development and education of children under four years of age. Greece has a split early childhood education system, and there is minimal attention given to infant and toddler research. This study explored students’ views
-
The effects of board games on math skills in children attending prekindergarten and kindergarten: A systematic review Early Years (IF 1.069) Pub Date : 2023-07-06 Jaime Balladares, Martín Miranda, Karen Cordova
ABSTRACT The study evaluated the effects of board games on children in a range of cognitive areas, considering both inclusion (i.e. pre- and post-comparisons, playing style [board games], participants belonging to PreKinder and Kindergarten, and experimental approach) and exclusion criteria (i.e. video games). Nineteen articles were selected using both PsycInfo and PubMed as databases. All of them
-
Strengthening infant and toddler pedagogy through an online specialised postgraduate qualification: building on initial teacher education and teaching experience Early Years (IF 1.069) Pub Date : 2023-07-02 F. Raewyn Penman, Bridgette Redder
ABSTRACT In Aotearoa New Zealand, there has been a significant increase in the numbers of infants and toddlers participating in ‘out-of-home’ care and education settings. While initial teacher education programmes include references to this age group, due to competing priorities in the programmes, space to include the depth of knowledge required is scarce. In 2020, Te Rito Maioha Early Childhood New
-
“Oh, you’ve never done that before?!” Preservice teachers being ‘stirred in’ to unfamiliar practices with infants and toddlers Early Years (IF 1.069) Pub Date : 2023-06-29 Maria Cooper, Gloria Quiñones, Andi Salamon, Tina Stratigos
ABSTRACT Undertaking infant-toddler practicum during initial teacher education is critical to ensuring preservice teachers (PSTs) are well prepared for their future role as early childhood teachers. PSTs, however, can face challenges in infant-toddler practicum given the demands of this unique teaching and learning context. A knowledgeable, experienced educator as a guide is key to supporting PSTs’
-
An infant-toddler field experience in resistance to settler colonialism in teacher preparation: perspectives and practices of teachers and teacher candidates Early Years (IF 1.069) Pub Date : 2023-06-26 Anna Lees, Carolyn Brennan
ABSTRACT The separation of young children from their families for most of their awake hours, and the specific segregation of children by discrete chronological age through classrooms and grade levels, is a relatively new phenomenon in the history of human society. Such settler colonial constructs continue to influence early learning design, policy and practice. We suggest that to prepare early childhood
-
Birth to 3: a critical space for early childhood workforce transformation in South Africa Early Years (IF 1.069) Pub Date : 2023-06-26 Hasina Banu Ebrahim
ABSTRACT The early childhood development (ECD) sector in low- and middle-income countries continues to be under-valued and under-funded. Birth to 3 is further marginalised in this constrained informal sector. The feminised workforce experiences economic and social injustices in an under-developed human resource system. The aim of this article is to engage with dimensions that make birth to 3 a critical
-
How does nature support early language learning? A systematic literature review Early Years (IF 1.069) Pub Date : 2023-06-23 Tanya Richardson, Sue Waite, Per Askerlund, Ellen Almers, Sara Hvit-Lindstrand
ABSTRACT The way a young child uses language has an impact on their future life. Early language acquisition is a determinant in adult employment, mental health and relationships with others. At the same time there is a broad evidence base that play and learning in the natural environment is beneficial for young children’s physical, emotional, social and cognitive development. However, literature about
-
Reconceptualising professional learning and development through a Froebelian lens: early childhood educators’ perspectives on professional identities in the UK and Italy, where is the love? Early Years (IF 1.069) Pub Date : 2023-05-27 Valeria Scacchi
ABSTRACT This article is based on doctoral research which contributed to my understanding of early years professional development and learning grounded in Froebelian principles. Through two freestanding but related case studies in London and San Miniato, the article explores the current professional learning and development for educators working with children aged 0–3 in the UK and 0–5 in Italy, focusing
-
Exploring educators’ and parents’ perceptions of gender as a correlate of toddlers’ physical activity: two faces of the same coin? Early Years (IF 1.069) Pub Date : 2023-05-26 Vladimir E. Martínez-Bello, Herminia Vega-Perona, Laura Monsalve-Lorente, María Del Mar Bernabé-Villodre, Paula Robles-Galán, Sandra Molines-Borrás, Yolanda Cabrera García-Ochoa
ABSTRACT Early childhood education and care (ECEC) is an environment where binary discourses produce gendered bodies. Following a qualitative approach, this study has two major aims: (a) to analyze ECEC educators’ and parents’ perception regarding gender as a correlate for explaining toddlers’ physical activity (PA) and (b) to discuss from a critical perspective how these perceptions could impact PA
-
Early childhood education professionals’ mentalization: a pilot study Early Years (IF 1.069) Pub Date : 2023-05-24 Jenny Marttila, Ruben Fukkink, Maarit Silvén
ABSTRACT The present study applied Video Enhanced Reflective Practice (VERP) to promote and assess Finnish professionals’ interactional competence by means of stimulated recall during three group-based shared review discussions. A VERP trainer guided the professionals to reflect on children’s, their own, and colleagues’ actions and mental states based on video-recorded interactions in early childhood
-
Learning from COVID: recognising the centrality of the relational in early years practice and research Early Years (IF 1.069) Pub Date : 2023-05-15 Joan Walton, Janice Darkes-Sutcliffe, Divine Charura, Gill Mason, Emma Bradshaw, Emily McGeown
ABSTRACT The initial aim of this research was to undertake an in-depth study to understand the impact of COVID-19 on early years practitioners. Following a survey and interviews with staff in Kids Planet Day Nurseries, an early years organisation in England, we used thematic analysis to analyse their responses. The findings were diverse, particularly highlighting the centrality of relationships in
-
Nurturing the nurturer: enacting transformative infant-toddler teacher preparation through reflective practice Early Years (IF 1.069) Pub Date : 2023-05-03 Minsun Shin, Susan Recchia
ABSTRACT This study followed three preservice student teachers as they navigated a semester-long infant-toddler practicum designed to enact a relationship-based approach to teaching and learning. Selected participants were in particular and contrasting placement settings, which served as a catalyst for engaging in critical reflection in multiple ways. Critical reflection was integrated into all course
-
Cell phones as ‘super props’: children’s language development in sociodramatic play Early Years (IF 1.069) Pub Date : 2023-04-18 Wenjie Wang, Annabelle Black Delfin
ABSTRACT In children’s early years, they frequently pretend, create and take on roles while engaging in the dramatic play area where symbols, language and culture are spontaneously developed and applied. Although abundant research has been conducted on sociodramatic play incorporating digital tools and using props, previous research has given less attention to children using non-functional communication
-
An exploratory study of Chilean early childhood teachers’ professional learning communities Early Years (IF 1.069) Pub Date : 2023-04-04 Paula Guerra, Ignacio Figueroa Céspedes, Pablo Zamora, María Paz González
ABSTRACT Researchshows that Professional Learning Communities (PLCs) foster teachers’professional learning. However, there is little knowledge about theirimplementation among early childhood (EC) teachers in Chilean andLatin American contexts. This article seeks to characterize two PLCscomposed of EC teachers and to analyse, from the participants’perspectives, the experience as a professional learning
-
‘It’s the little bits that you have enabled me to see’. Reconceptualising the voices of babies using the video interaction dialogue model with early years educators Early Years (IF 1.069) Pub Date : 2023-03-29 Caroline Guard
ABSTRACT Grounded in Froebelian Principles, infused with Bakhtin’s Dialogism, this paper draws from a larger ethnographic doctoral study to illuminate the way seven Early Childhood Educators based in England reflect on, and reconceptualise the voices of babies through engagement with a new reflective model, Video Interaction Dialogue (VID). Through a process of rewinding and slowing down time, individuals
-
Educational interventions for deaf and hard-of-hearing children in preschool: a systematic review Early Years (IF 1.069) Pub Date : 2023-03-23 Nourah Ibrahim Albash, Maryam Hafez Turkestani
ABSTRACT Educational intervention is known to enhance learners in general, including deaf and hard-of-hearing (DHH) learners in particular. This study is a systematic review to identify educational interventions in Arab experimental studies published from 2008 to 2019 concerning deaf and hard-of-hearing children in preschool. The study used Google Scholar and Academic Research Library to identify 30
-
Learning through play or learning sexism through play? Why critical gender literacy matters in kindergarten education Early Years (IF 1.069) Pub Date : 2023-03-15 Jessica Prioletta
ABSTRACT Play is a highly valued pedagogy in early learning settings around the world. Supporters of play have emphasised the benefits of this approach in promoting children’s development and learning and their alleged freedom to choose, explore, and follow their interests. Feminist research, however, has shown that play contexts can be key sites that perpetuate gender inequalities. Building on this
-
List of reviewers from 2022 Early Years (IF 1.069) Pub Date : 2023-03-10
Published in Early Years: An International Research Journal (Vol. 43, No. 1, 2023)
-
An empirical study of perlocutionary acts in the pragmatic development of preschool children—based on self-built oral language corpora for preschool children Early Years (IF 1.069) Pub Date : 2023-03-02 Lulu Cheng, Shaoxin Wang, Yule Peng
ABSTRACT Children’s language development can reflect the developmental process of children’s cognition and social emotions. The present study focuses on preschool children’s conversational competence and narrative competence, aiming at exploring developmental features of preschool children’s pragmatic competence through analyzing data from self-built oral language corpora using the INCA-A coding system
-
Early childhood preservice teachers’ learning about children’s metacognitive thinking processes and constructivist pedagogy Early Years (IF 1.069) Pub Date : 2023-02-26 Seong Bock Hong, Jisu Han
ABSTRACT This case study of classroom practice examined what preservice teachers learned about young children’s metacognitive thinking processes and constructivist pedagogy through a classroom project. Thirty preservice teachers engaged in a semester-long metacognitive project in which they conducted four sessions with a group of young children. The project was designed to help preservice teachers
-
Is there a place for love in an early childhood setting? Early Years (IF 1.069) Pub Date : 2023-02-24 Tamsin Grimmer
ABSTRACT In recent years, there has been a growth in the amount of literature and a resurgence of interest in what Jools Page identified as ‘professional love’. This research builds upon and extends Page’s work considering what love looks like in practice and describing a ‘loving pedagogy’. Despite recent research, love is still seldom talked about in the context of early childhood education and very
-
Professionalization in early childhood education: how do educators craft their work? Early Years (IF 1.069) Pub Date : 2023-02-16 Janine Hostettler Schärer
ABSTRACT Job crafting offers an exciting way to understand how people engineer their jobs to create more meaningful work. Work is meaningful if workers perceive their work as significant and serving an important purpose. To examine how four early childhood educators individually and collaboratively craft their work, the study reported here examines data from a case study in a Canadian daycare centre
-
Barriers to involvement in parenting activities in school-based preschools in disadvantaged neighbourhoods in Canada Early Years (IF 1.069) Pub Date : 2023-02-15 Julie Poissant, Stephanie Langheit, France Capuano, Christa Japel, François Poulin
ABSTRACT Preschool is a particularly opportune time to introduce measures that promote parental school-based involvement, as this is when the initial contact with the school is made. In Québec, a French-speaking province in Canada, voluntary school-based preschools for 4-year-olds have been offered to families in disadvantaged neighbourhoods. A component for parents comprised of 10 activities was developed
-
Quality in children’s digital picture books: seven key strands for educational reflections for shared dialogue-based reading in early childhood settings Early Years (IF 1.069) Pub Date : 2023-02-03 Trude Hoel, Margrethe Jernes
ABSTRACT The scope of digital children’s books is increasing rapidly; however, the quality of these books needs consideration in view of the educational context in which they are to be read. In this article, we present seven key strands to support early childhood teachers in selecting high quality for shared dialogue-based reading with groups of children. The purpose of the key strands is two-sided:
-
Exploring leadership in private ECEC in Chile: perspectives from the field Early Years (IF 1.069) Pub Date : 2023-01-29 María-José Opazo, Loreto de la Fuente, Juan Pablo Valenzuela, Xavier Vanni
ABSTRACT This paper explores the leadership of ECEC principals in the private sector in Chile, which is barely investigated worldwide. In Chile,10% of children attending ECEC are enrolled in private centres. Following a tradition of qualitative research, a multiple case study was carried out, allowing the exploration of four private ECEC settings. Different techniques were used for data collection:
-
Adjustment to preschool after COVID-19 in Turkey: teachers’ perspectives Early Years (IF 1.069) Pub Date : 2023-01-20 Seda Saraç, Hülya Gülay Ogelman, Özge Yıldırım
ABSTRACT This study aimed to uncover teachers’ experiences and practices in addressing preschool adjustment following the lockdowns and home confinement. Twenty-seven preschool teachers participated in this qualitative descriptive study. Eighteen teachers were interviewed individually, and a focus group interview was held with nine teachers. The thematic analysis showed that lockdowns and home confinement
-
Developing social and cognitive skills among Arab parents of preschool children with behavioral disorders Early Years (IF 1.069) Pub Date : 2023-01-03 Qutaiba Agbaria
ABSTRACT Cognitive-behavioral interventions to improve social and cognitive skills of children with behavioral disorders and their parents may extend beyond Western culture and provide effective intervention methods for parents in Arab society. The benefits of this intervention method on Arab parents of preschool children with behavioral disorders must be investigated. The current study examined the
-
Educators’ narratives about everyday work of early childhood education and care in the culturally diverse North Early Years (IF 1.069) Pub Date : 2023-01-03 Riikka Kess, Jóhanna Einarsdóttir
ABSTRACT The aim of the study is to deepen understanding of educators’ daily practices in the Northern ECEC through the lenses of culturally responsive teaching. The research material consists of two-staged peer interviews with 10 educators, which were selected from the whole research material for detailed analysis. The main finding of this study is ethical balancing, which permeates the work of educators
-
Thinking out of feeling: Vygotsky and the emotional transition from early childhood to school age in Korean Early Years (IF 1.069) Pub Date : 2022-12-15 Hee Jeung Han, David Kellogg
ABSTRACT This paper, conceptual but with empirical support, fills in some blanks in Vygotsky’s reworking of Spinoza’s Ethics. Here Vygotsky sought to develop a developmental theory of emotions that would fit his developmental theory of higher psychological functions; that is, one which used function to explain how structure changes (much as Darwin had already done) and used social and cultural history
-
Preschool children’s understanding of the musical concept of tempo by engaging in strategies from mathematical generalisation Early Years (IF 1.069) Pub Date : 2022-12-13 Konstantina Dogani, Evangelia Papadopoulou
ABSTRACT Teaching music often focuses on developing musical concepts, through comparisons and discriminations. This paper contributes to the discussion on concept development in music through recognition of common elements in a situation and a shift from a local to a general level, considering theoretical approaches to mathematical generalisation. It sets to explore preschool children’s understanding
-
Toddler-educator decontextualised talk and its value for toddlers’ learning Early Years (IF 1.069) Pub Date : 2022-11-25 Natalie Brand, Emilia Djonov, Sheila Degotardi
ABSTRACT In early childhood centres, decontextualised talk is often associated with literacy activities. In this study, however, we investigated toddler-educator conversations across various activities with a focus on those about topics that were not related to the immediate context. We examined the communicative purposes and linguistic features of these conversations and the opportunities they afford
-
The quality of nursery settings in Jamaica using ITERS-3; harnessing the lessons for improved practices in childcare facilities Early Years (IF 1.069) Pub Date : 2022-11-10 Zoyah Kinkead-Clark
ABSTRACT This study reports on a medium-scale Jamaican study, The Early Interactions Project, which measured environmental quality in 42 childcare facilities in Jamaica using Infant and Toddler Environment Rating Scale (ITERS-3). One of the overarching goals of the project was to quantitatively measure programme quality with the goal of providing recommendations for the improvement of global process