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Exploring how early childhood exclusionary practices persist for multiply marginalized children Early Child. Res. Q. (IF 3.815) Pub Date : 2024-04-22 Courtney E. O'Grady, Michaelene M. Ostrosky, Catherine Corr, Erica Roy
The purpose of this study was to critically examine 14 early educators’ descriptions of their classroom discipline policies and procedures. A DisCrit lens was utilized to investigate if and how multiply marginalized young children may still experience exclusion. Participants described the use of discipline policies and procedures that were exclusionary, such as suspensions and ‘soft’ expulsions. Teachers
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The link between hours of center-based childcare and child development in 3- to 6-year-olds: Evidence from Singapore Early Child. Res. Q. (IF 3.815) Pub Date : 2024-04-22 Yue Bi, Xiao Pan Ding, Wei-Jun Jean Yeung
This study examined how the number of hours of early childhood education (ECE) is associated with young children's behavior problems and early academic achievement in Singapore, a non-WEIRD (“Western, educated, industrialized, rich, democratic”) country with families using long ECE hours. We drew data from the Singapore Longitudinal Early Development Study. Participants were 3- to 6-year-old children
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“They sure aren’t from around here”: Children’s perception of accent distance in L1 and L2 varieties of English J. Child Lang. (IF 2.701) Pub Date : 2024-04-22 Malachi Henry, Tessa Bent, Rachael F. Holt
Children exhibit preferences for familiar accents early in life. However, they frequently have more difficulty distinguishing between first language (L1) accents than second language (L2) accents in categorization tasks. Few studies have addressed children’s perception of accent strength, or the relation between accent strength and objective measures of pronunciation distance. To address these gaps
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To what extent do children’s expressions of time actually refer to time? An investigation into the temporal and discursive usages of temporal adverbs in family interaction J. Child Lang. (IF 2.701) Pub Date : 2024-04-22 Maija Surakka, Minna Kirjavainen
Many studies have explored children’s acquisition of temporal adverbs. However, the extent to which children’s early temporal language has discursive instead of solely temporal meanings has been largely ignored. We report two corpus-based studies that investigated temporal adverbs in Finnish child-parent interaction between the children’s ages of 1;7 and 4;11. Study 1 shows that the two corpus children
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Broadening the Notion of Peer-To-Peer Interactions When Young Children Engage With Digital Technology Early Child. Educ. J. (IF 1.656) Pub Date : 2024-04-20 Andrea Nolan, Deborah Moore
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Pentagon or “Five-Angle Shape”? Exploring the Effects of Shape Names on Young Children’s Geometric Shape Knowledge Early Child. Educ. J. (IF 1.656) Pub Date : 2024-04-20 Patrick Pieng, Lisa M. Weckbacher, Yukari Okamoto
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The Impact of Oral Language and Transcription Skills on Early Writing Production in Kindergarteners: Productivity and Quality Early Child. Educ. J. (IF 1.656) Pub Date : 2024-04-20 Cristina Rodríguez, Juan E. Jiménez, Jennifer Balade
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“What we have done is baking together”: Asian Immigrant Parents’ Perspectives and Experiences Regarding Children’s Mental Health Related to Online Learning During the COVID-19 Pandemic Early Child. Educ. J. (IF 1.656) Pub Date : 2024-04-18 Aijuan Cun, Shixi Zhao
This study reports Asian immigrant parents’ perspectives on the challenges linked to the mental health their families, particularly their children, experienced during the COVID-19 pandemic. Literature on children’s mental health, the importance of social-emotional health, and theoretical perspectives on literacy were investigated in order to guide this inquiry. The data sources included interviews
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The effect of biological nurturing on breastfeeding success and self-efficacy in primiparous women: a randomized controlled study Early Child Development and Care (IF 1.206) Pub Date : 2024-04-17 Hatice Gül Öztaş, Yeşim Aksoy Derya
This study was conducted to determine the effect of biological nurturing on breastfeeding success and self-efficacy in primiparous women. This randomized controlled study was conducted with 130 mot...
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Changes in Stress Following Wage Increases for Early Childhood Educators Early Child. Educ. J. (IF 1.656) Pub Date : 2024-04-17 Randi A. Bates, Jaclyn M. Dynia
Early childhood educators have one of the most important roles in society, helping the youngest generation flourish, yet educators earn some of the lowest wages. Given their disparate financial value, educators have unsurprisingly reported high stress. Educators’ high stress and low wages may affect their health, workplace turnover, and children’s development. Here, we observed whether natural wage
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Latent classes of early childhood development and their predictors in Low- and middle-income countries: Results from multiple indicator cluster surveys 2010 - 2020 Early Child. Res. Q. (IF 3.815) Pub Date : 2024-04-17 Jin Sun, Yudong Zhang, Qianjin Guo, Mengyuan Liang, Zeyi Li, Li Zhang
Investing in early childhood development (ECD) is critical for individual and societal development. Variable-centered research on ECD has shown that family wealth, maternal education, and parenting practices predict childhood outcomes overall. However, little is known about differences in the ECD patterns and their predictors. This study examined the latent classes of ECD using data from three waves
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Does Support for Professional Development in Early Childhood and Care Settings Matter? A Study in Four Countries Early Child. Educ. J. (IF 1.656) Pub Date : 2024-04-15 Joana Cadima, Tiago Ferreira, Carolina Guedes, Diana Alves, Catarina Grande, Teresa Leal, Filipe Piedade, Ana Lemos, Andri Agathokleous, Vicky Charalambous, Charalambos Vrasidas, Demos Michael, Manuela Ciucurel, Georgeta Chirlesan, Bogdan Marinescu, Delia Duminica, Anastasia Vatou, Maria Tsitiridou-Evangelou, Evridiki Zachopoulou, Vasilis Grammatikopoulos
Professional Development (PD) can be a powerful lever for improving the quality of teacher-child interactions in early childhood education and care (ECEC) and teachers’ feelings of support and competence. However, there is a dearth of studies examining different formats of PD and their links with workplace features. The present study aims to understand (a) different types of PD participation (structured
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Impact of an EFL Digital Application on Learning, Satisfaction, and Persistence in Elementary School Children Early Child. Educ. J. (IF 1.656) Pub Date : 2024-04-15 Rikito Hori, Makoto Fujii, Takaaki Toguchi, Steven Wong, Masayuki Endo
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Racial Stereotypes and Counter-Narratives in Children’s Literature: Critical Content Analysis Using AsianCrit Early Child. Educ. J. (IF 1.656) Pub Date : 2024-04-15 Shin Ae Han, Hyeungok Kang, Shinho Kim
This study examines the representations of Asian American children and their families in children’s literature, utilizing Asian Critical Race Theory (AsianCrit) to analyze stereotypical portrayals and emphasize counter-narratives. In this study, we conducted a critical content analysis to identify themes in the underlying messages in the children’s literature. As a result, we identified four themes
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What Do Teachers Do When Preschoolers “Misbehave”? Family Matters Early Child. Educ. J. (IF 1.656) Pub Date : 2024-04-15 Courtney A. Zulauf-McCurdy, Diana Woodward, Olivia R. Nazaire, Andrew N. Meltzoff
There are documented disparities in how preschool teachers perceive and respond to challenging behavior in the classroom. Teachers’ decision-making processes when handling challenging behavior and how they include families in the process is an area that is notably under-researched. Using an experimental design, preschool teachers (N = 131; 93% Female; 27.5% Black) read a standardized vignette describing
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Registered Reports with secondary developmental data: Introduction to the special issue Infant and Child Development (IF 1.776) Pub Date : 2024-04-16 Pamela E. Davis‐Kean, Alexa Ellis, Moin Syed
Events of the past decade have revealed substantial limitations in our standard approach to evaluating manuscripts for publication. Preference for ‘positive results’ and findings that are surprising or novel has led to a substantial publication bias that casts doubt on large portions of the existing literature (Davis-Kean & Ellis, 2019; Scheel et al., 2021). Registered Reports represent a major initiative
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Verification report: Egalitarianism in young children Infant and Child Development (IF 1.776) Pub Date : 2024-04-15 Georgia Clift, Jennifer Beaudry, Sumie Leung, Jordy Kaufman
The present study sought to evaluate the reproducibility of prominent findings stated by Fehr et al. in their developmental resource allocation experiment "Egalitarianism in Young Children", published in 2008. The experiment involved children making decisions about distributing sweets between themselves and either an in‐group or an out‐group recipient. Fehr et al. found that (1) inequity aversion develops
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Trajectories of digital flourishing in adolescence: The predictive roles of developmental changes and digital divide factors Child Dev. (IF 5.661) Pub Date : 2024-04-13 Jasmina Rosič, Lara Schreurs, Sophie H. Janicke‐Bowles, Laura Vandenbosch
Digital flourishing refers to the positive perceptions of digital communication use in five dimensions: connectedness, positive social comparison, authentic self‐presentation, civil participation, and self‐control. This three‐wave panel study among 1081 Slovenian adolescents (Mage = 15.34 years, 53.8% boys, 80.7% ethnic majority) explored the trajectories of their digital flourishing dimensions over
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How retributive motives shape the emergence of third‐party punishment across intergroup contexts Child Dev. (IF 5.661) Pub Date : 2024-04-13 Julia Marshall, Katherine McAuliffe
This study examines how retributive motives—the desire to punish for the purpose of inflicting harm in the absence of future benefits—shape third‐party punishment behavior across intergroup contexts. Six‐ to nine‐year‐olds (N = 151, Mage = 8.00, SDage = 1.15; 54% White, 18% mixed ethnicities, 17% Asian American; 46% female; from the USA) could punish ingroup, outgroup, or non‐group transgressors by
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This is me! Neural correlates of self‐recognition in 6‐ to 8‐month‐old infants Child Dev. (IF 5.661) Pub Date : 2024-04-13 Silvia Rigato, Rita De Sepulveda, Eleanor Richardson, Maria Laura Filippetti
Historically, evidence of self‐recognition in development has been associated with the “rouge test”; however, this has been often criticized for providing a reductionist picture of self‐conscious behavior. With two event‐related potential (ERP) experiments, this study investigated the origin of self‐recognition. Six‐ to eight‐month‐old infants (42 males and 35 females, predominately White, tested in
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Increasing access in the ECE enrollment process: Evidence from an information intervention in New Orleans Early Child. Res. Q. (IF 3.815) Pub Date : 2024-04-13 Lindsay Weixler, Jon Valant, Justin B. Doromal, Alica Gerry
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The Effect of Self-Concept and Self-Efficacy on Learning Engagement and Subsequent Reading Performance: The Difference Between L1 and L2 Reading in First-Grade Students Early Education and Development (IF 2.115) Pub Date : 2024-04-11 Siyu Zhu, Yuan Yao, Shui-Duen Chan, Xinhua Zhu
Reading self-beliefs, comprising self-concept and self-efficacy, play a pivotal role in shaping students’ learning engagement and learning outcomes. However, existing literature on the self-beliefs...
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Environmental Factors Predicting Young Children’s Secure Exploration Early Child. Educ. J. (IF 1.656) Pub Date : 2024-04-12 Rebecca S. Friesen, Katherine C. Cheng, Adriana D. Cimetta, Ronald W. Marx, Christina A. Cutshaw, David B. Yaden
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‘The toys you sleep with’: Embracing otherwise literacies in early childhood wor(l)ds J. Early Child. Lit. (IF 2.227) Pub Date : 2024-04-12 Giovanna Caetano-Silva, Fernando Guzmán-Simón, Eduardo García-Jiménez
Early childhood literacy is pervaded by dominant discourses telling children both what to say, how to say it, and what is worthy of adults' attention. These discourses are affected by the need to constantly see language through solely representational accounts, and children as still progressing, developing and becoming literate while excluding the strong presence of more-than-humans and the diverse
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The affective, cognitive, and physiological effects of implementing antecedent‐focused emotion regulation strategies in childhood Infant and Child Development (IF 1.776) Pub Date : 2024-04-12 Elizabeth L. Davis, Shannon M. Brady, Kasey Pankratz, Zariah Tolman, Parisa Parsafar, Emily W. Shih
Different components of emotional responding may be affected by using specific emotion regulation strategies that enable children's volitional self‐regulation. This study examined the affective, cognitive, and physiological effects of experimentally instructing children to deploy distraction or reappraisal to regulate negative emotion during an evocative film clip. One‐hundred eighty‐four 4‐ to 11‐year‐old
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Piloting a battery to evaluate parasympathetic reactivity and externalizing behaviours during early childhood in autism spectrum disorder Infant and Child Development (IF 1.776) Pub Date : 2024-04-12 Yael Braverman, Madison Surmacz, Gina Schnur, Nasim Sheikhi, Susan Faja
Respiratory Sinus Arrhythmia Reactivity (RSA‐R) correlates both positively and negatively with externalizing behaviour in autistic individuals. These inconsistencies may result from task‐based differences. This pilot study measured RSA‐R in 4‐to 6‐year‐olds, across two timepoints, using four validated tasks with matched baseline and challenge periods. Social, cognitive, sensory and emotional tasks
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Parents’ Psychological Distress During COVID-19: Correlates and Relations with Parents’ Engagement in Early Education Early Education and Development (IF 2.115) Pub Date : 2024-04-10 Hao Li, Aining Peng, Xiao Zhang
The COVID-19 pandemic has caused a wide range of psychological problems among parents and posed significant challenges to their mental health. However, there is a lack of research exploring the ant...
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Preschool children's high‐frequency heart rate variability during low and high emotional challenge in relation to their self‐regulation Infant and Child Development (IF 1.776) Pub Date : 2024-04-11 Caron A. C. Clark, Patricia Cardellini de Almeida, Keyoor Joshi
High‐frequency heart rate variability (hf‐HRV) theoretically provides a biomarker for self‐regulation, although studies with young children offer mixed findings regarding the relevance of emotional demands in this link. We aimed to describe variation in children's hf‐HRV during tasks with relatively high and low emotional load and to determine the relation of hf‐HRV during these tasks to different
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Profiles of Professional Wellbeing and Turnover Intentions Among Australian Early Childhood Educators Early Education and Development (IF 2.115) Pub Date : 2024-04-09 Katherine H. Canobi, Patricia Eadie, Lisa Murray, Penny Levickis, Jane Page, Laura McFarland
Research Findings: To explore distinct professional-wellbeing subgroups and variations in turnover intentions, we examined the factor structure of the Early Childhood Professional Wellbeing Questio...
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Why Do Child Care Teachers Leave? Why Do They Stay? – Pre-Pandemic Evidence Early Education and Development (IF 2.115) Pub Date : 2024-04-09 Olivia R. Blöchliger, Georg F. Bauer
Turnover of child care staff is associated with lower care quality and compromised children’s development. While turnover rates in the child care sector have steadily been high, the COVID-19 pandem...
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Emotions or cognitions first? Longitudinal relations between executive functions and emotion regulation in childhood Child Dev. (IF 5.661) Pub Date : 2024-04-09 Marte Halse, Silje Steinsbekk, Oda Bjørklund, Åsa Hammar, Lars Wichstrøm
Executive functions and emotion regulation develop from early childhood to adolescence and are predictive of important psychosocial outcomes. However, despite the correlation between the two regulatory capacities, whether they are prospectively related in school‐aged children remains unknown, and the direction of effects is uncertain. In this study, a sample drawn from two birth cohorts in Norway was
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Disagreement reduces overconfidence and prompts exploration in young children Child Dev. (IF 5.661) Pub Date : 2024-04-08 Antonia F. Langenhoff, Mahesh Srinivasan, Jan M. Engelmann
Can the experience of disagreement lead young children to reason in more sophisticated ways? Across two preregistered studies, four‐ to six‐year‐old US children (N = 136, 50% female, mixed ethnicities, data collected 2020–2022) experienced either a disagreement or an agreement with a confederate about a causal mechanism after being presented with ambiguous evidence. We measured (1) children's confidence
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Early Mathematics Instruction and Teachers’ Self-Efficacy Beliefs: A Mixed-Methods Investigation Early Child. Educ. J. (IF 1.656) Pub Date : 2024-04-06 Nicole R. Scalise, Kristin Pak, Myles Arrington, Geetha B. Ramani
Mathematical understanding in early childhood lays the foundation for children’s later academic achievement, yet little is known about individual differences in U.S. early childhood educators’ mathematics instruction in preschool classrooms. The present study explored the range of intentional mathematics instruction occurring in early childhood programs and the relations between early childhood educators’
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Investigating Educators’ and Students’ Perspectives on Virtual Reality Enhanced Teaching in Preschool Early Child. Educ. J. (IF 1.656) Pub Date : 2024-04-05 Sophia Rapti, Theodosios Sapounidis, Sokratis Tselegkaridis
Recent developments in technology have introduced new tools, such as virtual reality, into the learning process. Although virtual reality appears to be a promising technology for education and has been adopted by a few schools worldwide, we still do not know students’ and educators’ opinions, preferences, and challenges with it, particularly in relation to preschool education. Therefore, this study:
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Caring for the Caregiver: Work Mistreatment and Well-Being Among Early Childhood Education Staff in Colorado Early Child. Educ. J. (IF 1.656) Pub Date : 2024-04-05
Abstract Experiences of workplace mistreatment are associated with poor physical and mental health outcomes. Workplace mistreatment among early childhood education workers is underexplored in the United States. The National Institute for Occupational Safety and Health’s Worker Well-Being Questionnaire was used to assess the extent and types of workplace mistreatment among 332 early childhood education
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Digital learning in pandemic times: assessing academic readiness among refugee children in Malaysia Early Child Development and Care (IF 1.206) Pub Date : 2024-04-02 Kimberley Kong, Iram Siraj, Katharina Ereky-Stevens
The COVID-19 pandemic led to a swift transition to remote learning, impacting Early Childhood Education (ECE), especially for refugee children in low- and middle-income countries such as Malaysia. ...
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Gifted Children and Psychiatric Disorders: Is the Risk Increased Compared With Their Peers? Gift. Child Q. (IF 2.409) Pub Date : 2024-04-04 Hasan Cem Aykutlu, Fatih Dereli, Bahadır Turan, Tuğba Türk Kurtça, Onur Burak Dursun
This study examined the prevalence and correlates of psychopathology in gifted children (GC) and explored whether giftedness confers protection or risk for mental health problems. We used a comparative design to analyze a population-based sample of 100 GC and 100 controls matched by age and sex in Turkey. We assessed psychiatric diagnoses with the Development and Well-Being Assessment (DAWBA), a valid
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Who’s Got Talent for Identifying Talent? Predictors of Equitable Gifted Identification for Black and Hispanic Students Gift. Child Q. (IF 2.409) Pub Date : 2024-04-04 Scott J. Peters, Angela Johnson, Matthew C. Makel, James S. Carter
Students who are Black or Hispanic have long been disproportionately represented in K–12 gifted and talented services. However, there are schools that have diverged from this trend by identifying atypically high numbers of Black and Hispanic students. In this conceptual replication of Peters and Johnson, we present predictors of whether a school offers gifted services (i.e., access) and representation
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Confronting the Gordian Knot: Disentangling Gifted Education’s Major Issues Gift. Child Q. (IF 2.409) Pub Date : 2024-04-04 Del Siegle, Talbot S. Hook, Kenneth J. Wright
What are the key challenges facing the field of gifted education? In this qualitative study, we posed this question to some of the field’s eminent leaders and scholars. Overwhelmingly, our respondents mentioned problems of diversity, equity, inclusion, and accessibility (DEIA). Respondents also discussed problems concerning identification, the limited use of research-based practices, and insufficient
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A Comparison of Gifted Children and Children With Low, Average, and Above-Average Cognitive Abilities in Sensory Processing Sensitivity in the Primary School Context Gift. Child Q. (IF 2.409) Pub Date : 2024-04-04 H. Elise Samsen-Bronsveld, Anouke W. E. A. Bakx, Stefan Bogaerts, Sanne H. G. Van der Ven
High sensitivity is often considered a characteristic of giftedness, but scientific evidence for this is limited. Therefore, this study aimed to investigate whether gifted children rate themselves higher in sensory processing sensitivity (SPS) than their peers. A total of 882 children from Grades 4, 5, and 6 of primary school participated. They all completed a cognitive ability test (COVAT-3) and two
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Assessment of infant development in institutional contexts Early Child Development and Care (IF 1.206) Pub Date : 2024-04-01 Edson Júnior Silva da Cruz, Lília Ieda Chaves Cavalcante, Edilene Maia Liebentritt, Janari da Silva Pedroso
The objective of this study was to evaluate the motor, cognitive and language development of babies living in two institutional contexts. Seventy babies participated in the study: 35 from prisons a...
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Language development beyond the here‐and‐now: Iconicity and displacement in child‐directed communication Child Dev. (IF 5.661) Pub Date : 2024-04-02 Yasamin Motamedi, Margherita Murgiano, Beata Grzyb, Yan Gu, Viktor Kewenig, Ricarda Brieke, Ed Donnellan, Chloe Marshall, Elizabeth Wonnacott, Pamela Perniss, Gabriella Vigliocco
Most language use is displaced, referring to past, future, or hypothetical events, posing the challenge of how children learn what words refer to when the referent is not physically available. One possibility is that iconic cues that imagistically evoke properties of absent referents support learning when referents are displaced. In an audio‐visual corpus of caregiver–child dyads, English‐speaking
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She made it with her friend: How social object history influences children's thinking about the value of digital objects Child Dev. (IF 5.661) Pub Date : 2024-04-02 Keiana Price, Jasmine M. DeJesus, Shaylene E. Nancekivell
Two studies examine how social object histories from collaborative experiences influenced North American children (N = 160, 5–10 years) thinking about the value of digital objects (48% male/51% female; 51% White/24% Black/11% Asian). With forced‐choice judgments, Study 1 found (moderate–large effects) that children viewed digital and physical objects with social histories as more special than objects
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Teacher Motivational Scaffolding and Preschoolers’ Motivational Triggers in the Context of Playful Learning of Multiliteracy and Digital Skills Early Child. Educ. J. (IF 1.656) Pub Date : 2024-04-01 Briitta Ollonen, Marjaana Kangas
This research focuses on exploring teacher motivational scaffolding and preschoolers motivational triggers in a playful learning project conducted in a Finnish preschool context. The aim of playful learning was to promote preschoolers’ multiliteracy and digital skills in a news-making project. The participants were 17 preschoolers and their teacher. Video ethnography and qualitative content analysis
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Preschoolers’ Emotional and Behavioral Responses Concerning Exclusion: Social Consensus Versus Authority Influences Early Child. Educ. J. (IF 1.656) Pub Date : 2024-04-01 Alexandra Maftei, Andra Mihaela Ghinieș
The present study explored young children’s inclusion/exclusion decisions based on gender, skin color, and physical and sensorial disabilities. We also examined children’s emotions following these decisions and the explicit influence of peers (social consensus) and teachers (authority influence). Our sample consisted of 64 Romanian children, aged 4 to 6 years. Results suggested that the inclusion rates
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Enhancing Teachers’ Pedagogical Awareness of Teaching Early Mathematical Skills – A Mixed Methods Study of Tailored Professional Development Program Early Education and Development (IF 2.115) Pub Date : 2024-03-31 Piia Parviainen, Kenneth Eklund, Merja Koivula, Tarja Liinamaa, Niina Rutanen
The purpose of this mixed methods study was to explore changes in pedagogical awareness of teaching early mathematical skills among teachers in early childhood education (N =7) when participating i...
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Supporting Early Math Learning Along a Continuum of Guided Play Early Child. Educ. J. (IF 1.656) Pub Date : 2024-03-30 Hanna Wickstrom, Angela Pyle
The early years of education are a crucial time to develop a strong foundation of critical mathematical skills. A growing body of research continues to demonstrate that this foundational knowledge can be successfully built through teacher-facilitated, or guided, approaches to play. Despite its benefits, the implementation of guided play is relatively uncommon, as educators have expressed uncertainty
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Drama during story time supports preschoolers’ understanding of story character feeling states J. Early Child. Lit. (IF 2.227) Pub Date : 2024-03-29 Lauren van Huisstede, Scott C Marley, Katie A Bernstein, Melissa Pierce-Rivera, Annette Schmidt, Jenny Millinger, Michael F Kelley, Maria Adelaida Restrepo, Cristal Vargas Cesario
Inference generation, an emerging skill in preschool-aged children, is critical for story comprehension and often requires instruction and practice to develop. Drama-based instruction (DBI) is a promising strategy for supporting preschool students’ inferencing skills, emotion understanding, and overall story comprehension. The current study examined the effects of a DBI story time intervention on preschool
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Developing Young Children’s Physical Literacy Through Picturebooks Early Child. Educ. J. (IF 1.656) Pub Date : 2024-03-28 Athanasia Chatzipanteli, Georgios S. Gorozidis
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School Entry-Age Effect on Student’s Affective–Motivational Attitudes in German Elementary Schools Early Child. Educ. J. (IF 1.656) Pub Date : 2024-03-26 Saikat Ghosh, Lydia Kleine
The effect of school entry age on children’s later performance is a long-debated topic without any convergence. Besides, existing studies have mostly limited themselves to examining the impact of entry age on children’s cognitive achievements. In Germany, where different entry-age regulations exist across federal states and academic tracking takes place very early, it is crucial to investigate whether
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“You gotta tell the camera”: Advancing children's engineering learning opportunities through tinkering and digital storytelling Child Dev. (IF 5.661) Pub Date : 2024-03-28 Lauren C. Pagano, Riley E. George, David H. Uttal, Catherine A. Haden
This study addressed whether combining tinkering with digital storytelling (i.e., narrating and reflecting about experiences to an imagined audience) can engender engineering learning opportunities. Eighty‐four families with 5‐ to 10‐year‐old (M = 7.69) children (48% female children; 57% White, 11% Asian, 6% Black) watched a video introducing a tinkering activity and were randomly assigned either to
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“Some people will tell jokes to you; some people be racist:” A mixed‐method examination of racist jokes and adolescents’ well‐being Child Dev. (IF 5.661) Pub Date : 2024-03-27 Aprile D. Benner, Francheska Alers‐Rojas, Briana A. López, Shanting Chen
This study examined how adolescents make meaning of racist jokes and their impact on daily well‐being using a sequential mixed‐methods research design with interview (N = 20; 60% girls, 5% gender‐nonconforming; 45% Asian American, 40% Latina/o/x, 10% Black, 5% biracial/multiethnic) and daily diary data (N = 168; 54% girls; 57% Latina/o/x, 21% biracial/multiethnic, 10% Asian American, 9% White, 4% Black)
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Children's moral evaluations of and behaviors toward people who are curious about religion and science Child Dev. (IF 5.661) Pub Date : 2024-03-27 Ariel J. Mosley, Cindel J. M. White, Larisa Heiphetz Solomon
Although children exhibit curiosity regarding science, questions remain regarding how children evaluate others' curiosity and whether evaluations differ across domains that prioritize faith (e.g., religion) versus those that value questioning (e.g., science). In Study 1 (n = 115 5‐ to 8‐year‐olds; 49% female; 66% White), children evaluated actors who were curious, ignorant and non‐curious, or knowledgeable
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Is skill heterogeneity in kindergarten classrooms associated with the persistence of pre-K gains? Evidence from the IES early learning network Early Child. Res. Q. (IF 3.815) Pub Date : 2024-03-27 Michael Little, Kevin C. Bastian, Lora Cohen-Vogel, Mary Bratsch-Hines, Peg Burchinal, Ellen Peisner-Feinberg
Students’ gains from Pre-K converge with similar students who did not attend Pre-K in elementary school. One theory for convergence is that students who attend Pre-K enter kindergarten classrooms that are skill heterogeneous, and these students are positioned near the top of the classroom skill distribution. Kindergarten teachers, however, focus their instruction on students toward the bottom of the
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Teacher Burnout, Student-Teacher Relational Closeness, and the Moderating Effect of Work Stress Focused Supervision Early Child. Educ. J. (IF 1.656) Pub Date : 2024-03-25 Devon Musson Rose, Alysse Loomis
Early childhood education and care (ECEC) has been increasingly recognized as a valuable investment in the contemporary and future development of young children (Thorpe, 2020). Using the framework of the job demands-resources model (JD-R; Bakker et al., 2004), the current study examines the impact of teacher burnout and supervision on the student-teacher relationship in the domains of closeness and
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Ownership‐attributing intuitions are cross‐culturally shared Child Dev. (IF 5.661) Pub Date : 2024-03-25 Michał Białek, Michal Mikolaj Stefanczyk, Marta Kowal, Piotr Sorokowski
This study tested intuitions about ownership in children of Dani people, an indigenous Papuan society (N = 79, Mage = 7, 49.4% females). The results show that similar to studies with children from Western societies, children infer ownership from (1) control of permission, (2) ownership of the territory the object is located in, and (3) manmade versus natural origins of the object. By contrast, they
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Quality and inequality in pre-primary and home environment inputs to early childhood development in Egypt Early Child. Res. Q. (IF 3.815) Pub Date : 2024-03-25 Caroline Krafft, Abbie Raikes, Samira Nikaein Towfighian, Rebecca Sayre Mojgani
By the time children start primary school, large socioeconomic disparities are evident in their learning and development. Both pre-primary and home environments can play important roles in influencing school readiness and can contribute to disparities in early childhood development, but there is limited evidence on their relative roles in the Middle East and North Africa. This paper examines how pre-primary
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Using Music Media to Facilitate Family Critical Media Literacy Practices: A Multiple Case Study with Preschool Bilingual Children Early Child. Educ. J. (IF 1.656) Pub Date : 2024-03-23 So Jung Kim, Soyeon Park, Alyse C. Hachey, Iva Li