-
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
-
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
-
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
-
“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
-
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
-
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
-
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
-
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
-
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
-
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
-
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’
-
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:
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
Rhythm and Reading: Connecting the Training of Musical Rhythm to the Development of Literacy Skills Early Child. Educ. J. (IF 1.656) Pub Date : 2024-03-21
Abstract This study investigated whether enhanced rhythm training improves literacy development and working memory performance in pupils in the first and second year of school. According to recent literature, we hypothesized that rhythm-focused training could be effective for children with reading difficulties. Pupils aged 6 to 8 years participated in the study, implemented as part of regular school
-
Evidence-Based Program Implementation Variability in New Contexts: The Head Start REDI Program Early Child. Educ. J. (IF 1.656) Pub Date : 2024-03-20 Janet Welsh, Sarah Meyer Chilenski, Ann-Michelle Daniels, Amber Letcher, Aileen Garcia
-
Context Matters: Factors that Influence Storytime Providers’ Knowledge, Beliefs, and Self-Efficacy Early Child. Educ. J. (IF 1.656) Pub Date : 2024-03-20 Roseanne M. Perkins, Brook E. Sawyer
-
How U.S. Early Childhood Educators Understand Children’s Spirituality: A Framework of Essence, Origin, and Action Early Child. Educ. J. (IF 1.656) Pub Date : 2024-03-19 Jennifer Mata-McMahon, Michael J. Haslip, Shahin Hossain
This study explores in-service early childhood educators’ understanding of children’s spirituality. Utilizing the recently validated instrument, Early Childhood Educators’ Spiritual Practices in the Classroom (ECE-SPC), responses to the question, “What do you understand children’s spirituality to be?” were analyzed. Participants included 318 educators working in secular educational settings with children
-
Inclusion of Infants and Toddlers: Perspectives from Childcare Providers Early Child. Educ. J. (IF 1.656) Pub Date : 2024-03-19 Grace E. Sawyer, Mariyam Y. Sheikh, Jessica K. Hardy
-
Math on the Brain: Seven Principles from Neuroscience for Early Childhood Educators Early Child. Educ. J. (IF 1.656) Pub Date : 2024-03-19 O. Elgavi, P. Hamo
-
Strategies for Successful Dental Visits for Children with Autism Spectrum Disorder Early Child. Educ. J. (IF 1.656) Pub Date : 2024-03-15 Juliet E. Hart Barnett
Oral health care is a significant unmet need among children, including those with developmental disabilities such as autism spectrum disorder (ASD). Children with ASD face notable challenges during dental procedures, resulting in fewer routine dental visits and increased oral disease risks. Furthermore, children with intellectual and developmental disabilities such as ASD encounter difficulties in
-
Is a Picture Worth a Thousand Words? Not Necessarily, for the Phonological Awareness of Young Children Early Child. Educ. J. (IF 1.656) Pub Date : 2024-03-04
Abstract Phonological awareness is taught from preschool onwards because of its impact on later reading skills. Numerous assessments and training sessions are available to guide childcare professionals. Most of them offer phonological sessions based on the use of pictures or visual aids. However, only few studies have shown the benefits of using this type of material on the phonological performance
-
Professional Development of Preschool Teacher Assistants in Multilingual and Multicultural Contexts Early Child. Educ. J. (IF 1.656) Pub Date : 2024-02-26 Nurit Kaplan Toren, Mila Schwartz
The aim of this study was to evaluate the impact of a professional development (PD) program on preschool teacher assistants’ (TAs) attitudes toward multilingualism and self-efficacy in working with linguistically and culturally diverse children (LCDC) and their parents. The study was conducted in a northern peripheral city in Israel that reflects the country’s multicultural, multilingual mosaic. Recently
-
Informal Assessment of Preschool Children’s Concepts of Zero Early Child. Educ. J. (IF 1.656) Pub Date : 2024-02-26 Caroline Cohrssen, Jill Fielding, Jo Bird
There is growing interest in mathematics learning progressions in early childhood education. Counting is a skill usually developed early in life. The application of the counting principles in early childhood typically entails counting objects. This poses challenges for learning about zero. Indeed, the word “zero” is seldom used in the context of early childhood education. Early childhood educators
-
Supporting Families from a Distance: Implementing Routines-Based Home Visits via Telepractice Early Child. Educ. J. (IF 1.656) Pub Date : 2024-03-01 Vanessa Hinton, Yusuf Akemoğlu, Kimberly Tomeny, Robin A. McWilliam
-
Early Childhood Educators’ Adverse Childhood Experiences (ACEs) Link with Psychological and Economic Wellbeing Early Child. Educ. J. (IF 1.656) Pub Date : 2024-02-23 Alexandra D. W. Sullivan, Caitlin Rancher, Angela Moreland
-
A Longitudinal Study of Children’s Digital Play Addiction Tendencies and Parental Guidance Strategies Early Child. Educ. J. (IF 1.656) Pub Date : 2024-02-23 Nesrin Işıkoğlu, Kadriye Selin Budak, Müzeyyen Guzen
-
Observational Analysis of the Educational Management of Conflicts Between Young Children in the Emmi Pikler Nursery School Using Complementarity of Data Analysis Early Child. Educ. J. (IF 1.656) Pub Date : 2024-02-21 Jone Sagastui, Elena Herrán, M. Teresa Anguera
-
The Impact of Family Resilience in Promoting School Readiness for Children with Adverse Childhood Experiences Early Child. Educ. J. (IF 1.656) Pub Date : 2024-02-19
Abstract Adverse experiences in early childhood may directly and indirectly impact children's development, including their preparedness to learn in their preschool and kindergarten classes. However, like many other developmental processes, these skills can be supported through positive experiences and resources in a child's environment. This work uses the 2016 National Survey of Children’s Health’s
-
“This is Where the Care Can Step Up”: A Typology of Nurturing Pedagogies in Primary Schools Serving Low-Income Communities During COVID-19 Closures Early Child. Educ. J. (IF 1.656) Pub Date : 2024-02-19 S. Gleasure, D. Devine, G. Martinez Sainz, S. Sloan, M. Crean, B. Moore, J. Symonds
-
The Inclusion of Children with Autism in Day Care Centers: Staff Perceptions, Attitudes, and Knowledge Early Child. Educ. J. (IF 1.656) Pub Date : 2024-02-15
Abstract The continued increase in the prevalence of autism spectrum disorder (ASD) has important implications for early childhood educational settings. The deficits and difficulties associated with ASD can pose challenges for the inclusion of children with this diagnosis within mainstream child care settings. Research primarily conducted within school settings has identified several factors, such
-
Children’s Concepts of the Environment: An Opportunity for Environmental Education as a Tool for Sustainability in Botswana Preschools Early Child. Educ. J. (IF 1.656) Pub Date : 2024-02-15 Nthalivi Silo, Naledi Mswela, Grace Seetso
-
A Caring Ethic and the Rights of the Child: Challenges for Early Childhood Education Early Child. Educ. J. (IF 1.656) Pub Date : 2024-02-14
Abstract In light of recent political events in the United States, and with the urging to consider Noddings’ care ethics in early childhood education, this conceptual piece considers an often-overlooked question in political discourse: what are the rights of the child, and how might these be centered in discussions of pedagogy, curricula, and legislation? Through an examination of two influential documents
-
The NIOSH Worker Well-Being Questionnaire (WellBQ): A Psychometric Assessment with the Early Childhood Education Workforce Early Child. Educ. J. (IF 1.656) Pub Date : 2024-02-13 Jamie N. Powers, Charlotte V. Farewell, Emily Mauirro, Diane Brogden, Jini E. Puma
-
Professional Learning Supporting Multilingual Children’s Social and Emotional Development in Diverse Australian Early Childhood Education and Care Settings Early Child. Educ. J. (IF 1.656) Pub Date : 2024-02-06 Elspeth McInnes, Victoria Whitington, Bec Neill, Amy Farndale
-
Exploring Parents’ Perceptions of Early Intervention Services: A Multi-State Study Early Child. Educ. J. (IF 1.656) Pub Date : 2024-02-06
Abstract This study explored parents’ perceptions regarding early intervention (EI) services. More specifically, families’ responses to individual items on the Family Outcome Survey-Revised (FOS-R) were evaluated and are discussed. Based on purposive sampling technique, previously collected data were obtained from six states. A total of 3,945 cases were included in the final data set for analysis.
-
Exploring the Impact of Gratitude Practice as a Protective Factor for Young Children Early Child. Educ. J. (IF 1.656) Pub Date : 2024-02-05 Anna H. Hall, Grace Bache-Wiig, Kelley M. White
-
A Shared Adapted Storybook Reading Collaborative with SLPs and Preschool Teachers Early Child. Educ. J. (IF 1.656) Pub Date : 2024-02-04 Tina Caswell, Jonelle Dickson-Prokopchak, Cassandra Natali
Early childhood educators play a crucial role in language and literacy development and in promoting academic readiness. Shared book reading presented in early childhood classrooms can positively impact a child’s language and literacy growth. The purpose of this pilot study was to examine the effectiveness of a shared book reading program implemented by a speech-language pathologist (SLP) utilizing
-
Dual-language Learners’ Questions and Teacher Responses in Shared Reading in Preschool Early Child. Educ. J. (IF 1.656) Pub Date : 2024-01-31 Svitlana Kucherenko, Veslemøy Rydland, Vibeke Grøver
The current study used sequential analysis to examine dual-language learners’ (DLLs) questions and their relations to teacher responses in the context of small-group shared reading in preschool. Participants were 235 DLLs aged 3–5 years and 60 lead teachers from multiethnic preschool classrooms in Norway. Results showed that across four different books, children most often asked information-seeking
-
A Thematic Analysis of Qualitative Findings on Preschool Teachers’ Behavioral Intention to Facilitate Children’s Movement within the Indoor Preschool Classroom Early Child. Educ. J. (IF 1.656) Pub Date : 2024-01-31 John P. Rech, Priyanka Chaudhary, Danae Dinkel
Teachers play an influential role in children’s health behaviors and there is evidence to support the need for children to be more physically active within preschool. To increase children’s physical activity, teachers need to be intentional about promoting active play. To date, most research has focused on teachers’ promotion of physical activity when children are outdoors or in physical education
-
Exploring Children’s Play Culture and Game Construction: Role of Sociodramatic Play in Supporting Agency Early Child. Educ. J. (IF 1.656) Pub Date : 2024-01-30 Ragibe Yesil, Zeynep Erdiller Yatmaz, Ayşegul Metindogan
-
Children’s Perceptions of Elementary School in South Korea Before and After Entering School Early Child. Educ. J. (IF 1.656) Pub Date : 2024-01-24 Wonho Jang
-
Cause for Concern? The Relationship Between Language Skills in Toddlers and Later Reading Skills in School Early Child. Educ. J. (IF 1.656) Pub Date : 2024-01-20
Abstract The purpose of this longitudinal study is to investigate the association between poor language skills in toddlers and later reading skills. In contrast to earlier research, the present study used an authentic assessment of language skills conducted by staff in early childhood education and care as a tool for early identification. The participants were 515 Norwegian monolingual toddlers who
-
An Investigation of English Children’s Literature in Pakistani Schools (PreK—Grade 3) Early Child. Educ. J. (IF 1.656) Pub Date : 2024-01-12 Farheen Mahmood, Julie W. Ankrum
Children’s literature in the form of picturebooks, storybooks, and anthologies/readers in Pre-Kindergarten (PreK) to Grade 3 holds a special place in literacy development and in the lives of children. While reading children’s literature, developing readers navigate between words and images to form meaning as they read. Although studies in many parts of the world have explored how PreK—Grade 3 (3–7+
-
Read with Me, I will Learn Words: Effects of an Interactive Book Reading Intervention on First Graders’ Expressive Target Vocabulary Early Child. Educ. J. (IF 1.656) Pub Date : 2024-01-12 Silke Vanparys, Eline Decraene, Hilde Van Keer
-
Sense-Making and STEAM: Using Art to Make Science Visible Early Child. Educ. J. (IF 1.656) Pub Date : 2024-01-09 Amber Beisly, Anne Moffitt
-
Engaging Young Children in STEAM Learning: An Inquiry Planning Guide for Early Educators Early Child. Educ. J. (IF 1.656) Pub Date : 2023-12-30 Pei-Ying Wu, Sharon Arias, Shareen Abramson, Emilie Zuzlewski
-
A Scoping Review of Playdate Literature with Children on the Autism Spectrum Early Child. Educ. J. (IF 1.656) Pub Date : 2023-12-27 Tracy J. Raulston, Ciara L. Ousley, Christina Gilhuber
Children on the autism spectrum experience difficulties with social interactions, often resulting in lower quality of friendships. As such, children with autism often benefit from support with social skills, which are usually delivered in school settings. Social skills are not limited to school settings. Playdates are defined as prearranged gatherings between two children at one of their homes and
-
Exploring Early Childhood Educators’ Perceptions of Children’s Learning and Development on Naturalized Playgrounds Early Child. Educ. J. (IF 1.656) Pub Date : 2023-12-25 Kimberly Squires, Tricia van Rhijn, Debra Harwood, Jess Haines, Kim Barton
-
Challenges and Efforts to Recover Pandemic-Induced Learning Losses: A Qualitative Analysis of Indian Primary School Teachers’ Perspectives Early Child. Educ. J. (IF 1.656) Pub Date : 2023-12-09 Jyotsna Pattnaik, Nibedita Nath
According to researchers, the pandemic-induced school closures and disruption of services resulted in a massive regression of academic learning and socio-behavioral development, especially among children in developing economies. Countries have been making efforts to recover the learning and developmental losses incurred by children during the pandemic. A review of the literature shows that there are
-
Comparing Full-Day and Half-Day Kindergarten Then and Now: What Data from Two ECLS-K Cohorts Reveal About Changes in Demographics and Child Outcomes Early Child. Educ. J. (IF 1.656) Pub Date : 2023-12-06 Dominic F. Gullo, Katie Mathew
This study examined the longitudinal changes in kindergarten demographics and child outcomes by comparing data from the Early Childhood Longitudinal Survey (ECLS-K) 1998 and 2011 cohorts. Results demonstrated that there were significant changes in kindergarten in general and with regard to FDK and HDK schedules between 1998 and 2011. These included differences in both demographics and academic performance
-
Supporting Preschool Children’s Executive Functions: Evidence from a Group-Based Play Intervention Early Child. Educ. J. (IF 1.656) Pub Date : 2023-12-02 Hande Arslan Çiftçi, Gülden Uyanık, İbrahim Hakkı Acar
The current study endeavors to assess the impact of the Preschool Executive Functions Intervention Program (PEFIP) on children's executive functions. A quasi-experimental design was employed, encompassing both pre-test and post-test assessments within a control group, complemented by follow-up evaluations over a 5-week period. The sample comprises 76 children ranging in age from 54 to 72 months, with
-
‘The Kids. That’s My Number One Motivator’: Understanding Teachers’ Motivators and Challenges to Working in Early Childhood Education Early Child. Educ. J. (IF 1.656) Pub Date : 2023-11-29 Erin E. Hamel, Pearl Avari, Holly Hatton-Bowers, Rachel E. Schachter
-
A Qualitative Exploration of Early Childhood Educators’ Declared Practices when Supporting Preschoolers’ Oral Language Development Early Child. Educ. J. (IF 1.656) Pub Date : 2023-11-27 Marie-Pier Gingras, Paméla McMahon-Morin, Stefano Rezzonico, Louise Duchesne