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Capstone Portfolios as an Accreditation and Professional Development Tool: Early Childhood Candidates' Experience International Journal of Early Childhood Pub Date : 2024-04-20 Laila Al-Salmi
This study aims to investigate the perceptions of teacher candidates enrolled in an early childhood program (BEd) towards the importance of producing the capstone portfolio. The purpose of using capstone portfolios is to provide evidence that Early Childhood Education candidates (ECEC) have met international accreditation standards as stipulated by the National Association for the Education of Young
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Reforming Inspection of Childcare Provision: Lessons from Israel International Journal of Early Childhood Pub Date : 2024-04-08 Smadar Moshel
This study explores the impact of transitioning from structural quality to process quality in the regulation of Early Childhood Education and Care (ECEC) for children aged birth to 3 years on the professional identity of inspectors. The research centers on a pilot program led by the Day Care Division at the Ministry of Welfare in Israel, which aimed to reform the inspection of day care facilities in
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Parents’ Perspectives on Child Care Search Processes and Consumer Education Resources International Journal of Early Childhood Pub Date : 2024-02-28
Abstract Millions of parents use non-parental childcare for their preschool-age children. Prior research has focused on family characteristics that are associated with parents’ preferences of early care and education arrangements. Yet, little is known about preschool parents’ perspectives of the childcare search process. To further explore how parents search for childcare, we conducted a mixed methods
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Exploring if Playground Quality Predicts Head Start Preschoolers’ School Day Physical Activity International Journal of Early Childhood Pub Date : 2024-01-29 Stephanie A. Palmer, Zoe Stevens, Kara K. Palmer, Katherine M. Chinn, Jacquelyn M. Farquhar, Leah E. Robinson
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Technology-Based Assessment of Phonological Awareness in Kindergarten International Journal of Early Childhood Pub Date : 2024-01-26 Renáta Kiss, Benő Csapó
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Early Childhood Education and Care Teachers’ Gaze Behavior Across Pedagogical Episodes in Toddler Groups in Finland International Journal of Early Childhood Pub Date : 2024-01-18 Susanna Isotalo, Tuulikki Ukkonen-Mikkola, Joni Lämsä, Niina Rutanen
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Curricular Violence and the Education of Black Children: Working Toward Positive Peace Through Pro-Black Practices International Journal of Early Childhood Pub Date : 2024-01-05 Eliza Braden, Susi Long, Kamania Wynter-Hoyte, Gloria Boutte, Jennipher Frazier, Sabina Mosso-Taylor, Dinah Volk
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Do Children Play Differently in Nature Play Compared to Manufactured Play Spaces? A Quantitative Descriptive Study International Journal of Early Childhood Pub Date : 2023-12-22 Kylie A. Dankiw, Saravana Kumar, Katherine L. Baldock, Margarita D. Tsiros
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ECEC Professionals’ Views on Partnerships with Parents in Multicultural Classrooms in Four European Countries International Journal of Early Childhood Pub Date : 2023-12-09 Helga Norheim, Martine Broekhuizen, Thomas Moser, Giulia Pastori
Partnerships between parents and professionals in early childhood education and care (ECEC) are widely acknowledged as important for children’s well-being, learning, and development. As children with immigrant backgrounds often experience cultural and linguistic differences between their home and ECEC-environments, bridges between these two contexts might be especially significant for these children
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Children’s Social–Emotional Development: The Power of Pedagogical Storytelling International Journal of Early Childhood Pub Date : 2023-12-06 Maya Gunawardena, Merja Koivula
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Eating Prickly Peas: Sharing Play Worlds During Preschool Meals International Journal of Early Childhood Pub Date : 2023-11-22 Sally Wiggins, Annerose Willemsen, Jakob Cromdal
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Guided Play Supporting Immigrant Children’s Participation and Bilingual Development in Preschools International Journal of Early Childhood Pub Date : 2023-11-20 Asta Cekaite, Maria Simonsson
In recent decades, refugee immigration has had significant impact on educational contexts in Sweden, with preschools the primary arenas for young children’s language learning experiences. The present study examines second language and literacy training practices for immigrant children (aged 1–5) in preschools in Sweden. The empirical data consist of video recordings of teacher-guided play activities
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Barriers and Lifelines for Young Refugee Children’s Education: The Experiences of One Young Iraqi Refugee Living in the Northern Suburbs of Beirut International Journal of Early Childhood Pub Date : 2023-11-16 Sandra Marie El Gemayel
This paper identifies key barriers to young Iraqi and Syrian refugee children’s access to education in Lebanon and highlights how local initiatives serve as glimmers of hope, or ‘lifelines’, for their well-being and learning. Reporting on aspects of my doctoral study, the paper homes in on one case study with an Iraqi family and their 5-year-old son, Kefa. The ‘Day in the Life’ methodology enabled
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Overcoming Religious and Racioreligious Othering in Preschools: Transforming Educational Policies for More Social Just Pedagogies International Journal of Early Childhood Pub Date : 2023-11-16 Nadja Thoma
The article addresses religious and racioreligious othering in preschools in South Tyrol, an autonomous province in Northern Italy with a predominantly catholic population in which migration is still discussed as a rather ‘new’ phenomenon. Theoretically, the article draws on education policy research and on migration pedagogy as a way to understand how religion-related policy recommendations are connected
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Preferences and Challenges in Access to Childcare Programs: A Mixed-Methods Study with Newcomers to Canada International Journal of Early Childhood Pub Date : 2023-11-17 Christine Massing, Charles Gyan, Crystal J. Giesbrecht, Daniel Kikulwe, Needal Ghadi
Childcare programs enable newcomers’ adaptation and integration to life in the host country by allowing them to access employment and educational opportunities while building new social networks. Newcomer children’s participation in quality childcare programs also fulfills their right to education and care while enhancing their development, learning, and future success in school. In a context where
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Play to Foster Children’s Executive Function Skills: Exploring Short-and Long-Term Effects of Digital and Traditional Types of Play International Journal of Early Childhood Pub Date : 2023-11-16 Aleksandr N. Veraksa, Nikolay N. Veresov, Vera L. Sukhikh, Margarita N. Gavrilova, Valeriya A. Plotnikova
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Drawing as a Pedagogical Resource for Immigrant Children’s Stories About Belonging International Journal of Early Childhood Pub Date : 2023-11-08 Amanda Bateman, Linda Mitchell
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Perspectives of Parents and Caregivers on Kindergarten Readiness: A Focus on the Impact of a Summer Transition Program International Journal of Early Childhood Pub Date : 2023-11-03 Xumei Fan, Leigh Kale D’Amico, Janice Kilburn, Alexis Jones, Chelsea Richard, Lauren Zollars, Sommer Garrett, D’Arion Johnston
Based on the intersection of different systems at school entry, children and families often experience uncertainty about their preparedness and impending shift from other early childhood settings. This study used a mixed-methods explanatory sequential design and investigated the perspectives of parents and caregivers on kindergarten readiness with a focus on the impact of a summer kindergarten transition
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Qualitative Study of Kindergarten Teacher–Superintendent Interactions: Symbolic Interaction Analysis International Journal of Early Childhood Pub Date : 2023-10-27 Noa Harduf, Izhak Berkovich
Abstract This paper presents a qualitative study of the interactions between public kindergarten teachers and their superintendents, using the symbolic interaction theoretical framework. The purpose of the study was to gain insight into the meaning-making processes and social dynamics that occur in these interactions, specifically monitoring ones. The study is based on interviews with 24 kindergarten
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Negotiating Monolingual Official Language Policy at the Nexus of Locally Situated Language Practices and Dominant Language Ideologies in a Language Minority Context International Journal of Early Childhood Pub Date : 2023-10-18 Vally Lytra, Iskender Gelir
This paper examines how children and teachers negotiate the official Turkish only language policy as they manage their linguistic resources (Turkish and Kurmanji) in one Turkish preschool serving predominantly emergent bilingual Kurdish minority children. Using a critical ethnographic lens to language-in-education policy making (Martin-Jones and Da Costa Gabral, in: Tollefson, Pérez-Milans (eds) The
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Social–Emotional Skills in Five-to-Six-Year-Olds in Social Hotspots in Germany: Individual Trajectories in a Prospective Cohort International Journal of Early Childhood Pub Date : 2023-10-13 Josefin Biermann, Marco Franze, Wolfgang Hoffmann
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Keys to Responsive Feeding in Early Education: Systematic Observation of Pikler-Lóczy’s Educators’ Behaviour During Breakfast International Journal of Early Childhood Pub Date : 2023-09-15 Haizea Belza, Elena Herrán, M. Teresa Anguera
The responsive feeding style has been researched to date using indirect techniques, mainly in family contexts. This style supports children’s capacity for self-regulation, which is why the present study aims to directly and systematically observe the method in a school context, focusing specifically on the behaviour of two educators working at the Emmi Pikler Nursery School during breakfast time with
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Sense of Efficacy of Costa Rican Early Childhood Teachers in Face-to-Face and Distance Education Instructional Settings International Journal of Early Childhood Pub Date : 2023-08-21 Alyson J. Chroust, Julia T. Atiles, Aleida Chavarría Vargas, Irma M. Zúñiga León
The purpose of this study was to compare the self-reported sense of efficacy of Costa Rican teachers, who work with children ranging in age from 4 to 6 years, in face-to-face and distance education instructional settings across both rural and urban areas. The sample included 520 teachers. Teachers' self-efficacy was measured using an adapted version of the Teachers' Sense of Efficacy Scale and a demographic
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Do the Behaviors of Early Childhood Education Teachers Promote Children's Progressive Autonomy? The Role of Interpersonal Emotional Regulation and its Consequences for Teachers' Occupational Well-Being International Journal of Early Childhood Pub Date : 2023-07-26 Gabriela Etchebehere, Antonio Crego, David Martínez-Iñigo
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Unmasking the Effect of Teachers’ Socio-Demographic Attributes on Promoting Early Childhood Development: Children’s Cognitive and Emotional Empathy into School International Journal of Early Childhood Pub Date : 2023-07-15 Mehboob Ul Hassan, Tanveer Kouser, Abid Hussain Chaudhary, Haq Nawaz
Lifespan is a pool of stories that, in the beginning, sets the tone. It lays the foundation for students’ long-life learning, attitudes formation, behavioral modifications, and shapes the trajectories of students’ early childhood development (an important thread of United Nations Sustainable Development Goals Target 4.2 bedrock on “access to quality early childhood development, care pre-primary education”
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Bringing Children’s and Teachers’ Agency Together to Create Meaningful Learning That Matters in a Diverse Preschool International Journal of Early Childhood Pub Date : 2023-07-13 J. H. Sisson
This article addresses children living and learning under difficult circumstances by problematising taken-for-granted views of what counts as learning and school readiness that perpetuate deficit views of children who have been impacted by forced migration. Drawing from a larger study focused on exploring how early childhood teachers re-design their pedagogy in culturally responsive ways, this article
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A Journey from Preschool to Primary School Literacy Process International Journal of Early Childhood Pub Date : 2023-07-05 Dilek İlhan Beyaztaş, İlkay Aşkın Tekkol
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Individual Differences in Mathematical Problem-Solving Skills Among 3- to 5-Year-Old Preschoolers International Journal of Early Childhood Pub Date : 2023-06-21 T. Vessonen, H. Hellstrand, P. Aunio, A. Laine
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A Training on Perspective Taking for Preschoolers with Typical Development and with High-Functioning Autism Spectrum Disorder International Journal of Early Childhood Pub Date : 2023-06-18 Ada Cigala, Arianna Mori, Benedetta Silla
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Word Writing and Cognitive Predictors in Spanish at the Age of Seven International Journal of Early Childhood Pub Date : 2023-05-30 María-José González-Valenzuela, Dolores Lopez-Montiel, Félix Díaz-Giraldez, Isaías Martín-Ruiz
Interest in the cognitive precursors of literacy has been increasing in recent years since reading and writing are essential components of functional learning in the first years of schooling and of school success in later educational stages. However, it can be observed that while studies on the relationship between cognitive variables and reading are frequent, those carried out about writing are scarcer
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Musical Rhythm Perception and Production, Phonological Awareness, and Vocabulary Knowledge in Preschoolers: A Cross-Language Study International Journal of Early Childhood Pub Date : 2023-04-19 Chih-Hsuan Tsao, Ya-Hsin Lai, Yu-Ling Chen, Hsiao-Lan Sharon Wang
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Exploring the Opportunities for Online Assessment of Phonological Awareness at the Beginning of Schooling International Journal of Early Childhood Pub Date : 2023-03-25 Ágnes Hódi, Edit Tóth
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Relationship Between Numeracy and Vocabulary Skills in Indonesian Preschool Children and the Impacts of Learning Environments International Journal of Early Childhood Pub Date : 2023-03-20 Shally Novita, Vidya Anindhita, Puspita Adhi Kusuma Wijayanti, Lutfianya Assyifa Budi Santoso, Hellen La Batavee, Aurelia Felisha Jerome Tampubolon, Ajeng Nuranti Syafitri
Although many studies on early childhood have been conducted, there is still a need for further research on numeracy and vocabulary skills, particularly in Indonesia. This research aims to confirm the correlation between numeracy and vocabulary skills in preschool children and to disentangle the effects of environmental factors on both numeracy and vocabulary skills. This research was conducted at
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Risks to Child Development and School Readiness Among Children Under Six in Pakistan: Findings from a Nationally Representative Phone Survey International Journal of Early Childhood Pub Date : 2023-03-08 Elizabeth Hentschel, Heather Tomlinson, Amer Hasan, Aisha Yousafzai, Amna Ansari, Mahreen Tahir-Chowdhry, Mina Zamand
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Psychological and Pedagogical Foundations of the Development of Speech Skills of Primary School Students in English Lessons International Journal of Early Childhood Pub Date : 2023-02-28 Ainur Kulshayeva, Amina Amirova, Saltanat Abildina, Kozhanasiridin Abdikalykov, Gulbarshyn Belgibayeva
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Early Childhood Development (ECD) in Ghana: Assessing the Status and Determinants of the Literacy–Numeracy, Physical, Social–Emotional, and Learning Domains International Journal of Early Childhood Pub Date : 2023-02-28 Ignitius Ezekiel Lim, Ilias Mahmud, Md. Uzzal Chowdhury, Adrita Kaiser, Fatema Akter Bonny, Samson Akanbonga, Md. Tanvir Hasan
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Kinesthetic Coordination Abilities in 6-Year-Old Children: School Quintile, Gender, and Hand Dominance Differences International Journal of Early Childhood Pub Date : 2023-02-18 Carmen Bonafede, Elna van der Merwe
Proprioceptive kinaesthetic control underpins motor movements of developing children and can be influenced by several factors. The main aim of this study was to establish proprioceptive kinaesthetic coordination differences in six-year-olds from different school quintiles, of different genders, and with different handedness. A total of 193 six-year-olds from 10 schools of different quintiles in the
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Learning Centers in Turkish Preschools: A Phenomenological Study International Journal of Early Childhood Pub Date : 2023-02-14 Ramazan Sak, İkbal Tuba Şahin-Sak, Çağla Öneren-Şendil, Joanne McHale
This phenomenological study examines teachers’ self-reported practices related to the learning centers in classrooms that were recommended by the 2013 Turkish Preschool Curriculum and the conditions of such centers. Data from 38 female and six male preschool teachers were collected through a semi-structured interview protocol and an observation form developed by the researchers. This revealed that
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Play Affordances of Natural and Non-natural Materials in Preschool Children’s Playful Learning Tasks International Journal of Early Childhood Pub Date : 2023-01-18 Hanadi A. Chookah, Joseph S. Agbenyega, Ieda M. Santos, Claudine Habak
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Profiles of Quality in Three Distinct Early Childhood Programs Using the Brief Early Childhood Quality Inventory (BEQI) International Journal of Early Childhood Pub Date : 2023-01-14 Abbie Raikes, Rebecca Sayre Mojgani, Jem Heinzel-Nelson Alvarenga Lima, Dawn Davis, Cecelia Cassell, Marcus Waldman, Elsa Escalante
Quality early childhood care and education (ECCE) is important for young children’s holistic healthy development. As ECCE scales, contextually relevant and feasible measurement is needed to inform policy and programs on strengths and areas for improvement. However, few measures have been designed for use across diverse contexts. Drawing on principles of mixed methods design, this study reports on a
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The Effect of Labels on Preschool Teachers’ Perception Towards Strengths and Difficulties in Autistic Students International Journal of Early Childhood Pub Date : 2023-01-12 Yong-Hwee Nah, Pauline Sok-Ping Tan
This study investigated the effects of labels on preschool teachers’ attitudes (i.e. openness) towards the strengths and difficulties of autistic preschool students in the mainstream setting. It also examined the differential effect of disclosure of a specific or a generic label, and the teacher-related factors influencing their attitude. Sample consisted of 106 mainstream preschool teachers (mean
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Activity Contexts and Child-Directed Speech in Socioeconomically Diverse Argentinian Households International Journal of Early Childhood Pub Date : 2022-12-29 Celia Renata Rosemberg, Florenciaa Alam, María Laura Ramirez, María Ileana Ibañez
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State Nurseries are Not for Us: The Limitations of Early Childhood Policies Beyond Price Barriers in Barcelona International Journal of Early Childhood Pub Date : 2022-12-29 Sheila González-Motos, Enric Saurí Saula
Access to early child education services has been proven to be an efficient tool in fighting educational inequalities. However, while wealthier families are likely to use childcare services, disadvantaged children tend to be left out. Research has explained this effect, known as Mathew Effect, and has studied both the constraints in the availability and affordability of childcare services, and the
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Workplace Bullying in Early Childhood Education Settings: Prevalence and Protective Factors International Journal of Early Childhood Pub Date : 2022-10-31 Laura McFarland, Rebecca Bull, Tamara Cumming, Sandie Wong
Workplace bullying in the early childhood education and care (ECEC) sector is a pervasive and significant issue in Australia and globally. Workplace bullying can negatively impact early childhood professionals’ mental health, contributing to staff turnover and attrition. Given the current, and predicted, future shortages of ECEC staff, it is critical that strategies be implemented to support staff
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A Program for Developing Some Motor Skills for Down Syndrome Children Using Music International Journal of Early Childhood Pub Date : 2022-10-30 Huda M. Mazeed
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Multiple Fragmentations: A Subnational Analysis of the Early Childhood Education and Care Workforce in Argentina International Journal of Early Childhood Pub Date : 2022-10-26 Jennifer Guevara, José Florito, Juan Camisassa
The divided nature of the ECEC workforce is widely acknowledged. While scholarship has focused primarily on the consequences of the education–care divide, few studies have examined the workforce’s fragmentation from a subnational perspective, particularly in the Global South. This article explores multiple fragmentations in the workforce, drawing on three provincial case studies in Argentina. The study
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Procuring Gender-Situated Voices of Male Early Childhood Professionals in Canada International Journal of Early Childhood Pub Date : 2022-10-18 Tina Heather Bonnett, Chase Edwin Wade
Across the globe the prevalence of men who work in the early education and care field is scant. This phenomenon is evidenced in the Canadian childcare milieu where male early childhood professionals constitute a modest fraction of the sector. At the nucleus of this are gender-situated scrutinization, role model binaries, and adverse occupational outcomes. Subsequently a Qualitative Intrinsic Case Study
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Development and Application of FOCUS App for Assessment of Approaches to Learning in 3–8-Year-Old Children in Kenya: A Design-Based Research Approach International Journal of Early Childhood Pub Date : 2022-10-12 Stephen Amukune, Karen Caplovitz Barrett, Norbert Szabó, Krisztián Józsa
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Maternal Well-Being and the Transition to Childcare: Impact of Caregiver Support International Journal of Early Childhood Pub Date : 2022-10-10 Jes Fyall Cardenas, Malinda J. Colwell
The current study examines the association between the mother-caregiver relationship and the psychological well-being of 533 mothers who transitioned their children to a non-familial licensed childcare center. Maternal well-being, mother-caregiver relationship quality, and maternal parenting stress were assessed. Hierarchical linear regressions were conducted to examine the associations between independent
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Interventions for the Development of Orthographic Knowledge Based on Invented Spellings International Journal of Early Childhood Pub Date : 2022-09-17 Marie-France Morin, Loïc Pulido
The purpose of this qualitative study was to describe the verbal interventions produced by teachers to support pupils’ development of orthographic knowledge through invented spelling in three research-based intervention conditions: conventional (C condition), proximal (P condition), and progressive complexification (PC condition). We recorded six kindergarten teachers from Quebec and their 98 French-speaking
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Comparing Executive Functioning in the School Readiness of Hungarian and Kenyan Preschoolers International Journal of Early Childhood Pub Date : 2022-09-16 Stephen Amukune, Gabriella Józsa, Krisztián Józsa
Cross-national comparisons represent an avenue for investigating milestones achieved by one region that can help improve standards in another country. This study compares the development of executive functioning in Hungarian and Kenyan preschoolers as they prepare for school readiness. The study's cross-sectional design entailed sampling preschoolers from Hungary (n = 187) and Kenya (n = 420) aged
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The Role of Props in Promoting Imagination during Toddlerhood International Journal of Early Childhood Pub Date : 2022-09-11 Kulsum Chishti Yonzon, Marilyn Fleer, Glykeria Fragkiadaki, Prabhat Rai
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Predictors of Literacy and Attitudes Toward Reading Among Syrian Refugee Children in Jordan International Journal of Early Childhood Pub Date : 2022-09-09 Kristin Hadfield, Mays Al-Hamad, Rinad Bakhti, Rana Dajani, Amal El Kharouf, Julia Michalek, Joana Mukunzi, Lina Qtaishat, Tanvi Sethi, Sophie von Stumm, Isabelle Mareschal
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The ‘Player’ Role of the Teacher in Playworld Creates New Conditions for Children’s Learning and Development International Journal of Early Childhood Pub Date : 2022-08-27 Ade Dwi Utami, Marilyn Fleer, Liang Li
This paper examines how teachers in the Indonesian context create motivating conditions for children’s learning and development. Sixteen hours of digital visual observations on 38 children (mean age 4.4 years) were selected from a larger dataset of video observations, focus group discussions, and teacher interviews. Using the cultural-historical conception of play as the frame, the findings reveal
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A Cross-Cultural Study on Factors Affecting Children’s Agentic Action in Their Play International Journal of Early Childhood Pub Date : 2022-08-23 Konstantina Rentzou, Ruslan Slutsky, Mine Gol–Guven, Grethe Kragh-Müller, Maire Tuul, Jesús Paz-Albo
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Teacher–Child Interaction Quality Fosters Working Memory and Social-Emotional Behavior in Two- and-Three-Year-Old Children International Journal of Early Childhood Pub Date : 2022-07-14 Gerlind Grosse, Antonia Simon, Alexander Soemer, Romy Schönfeld, Stefanie Barth, Nadine Linde
How does teacher–child interaction quality in early child care and education settings influence the development of social-emotional skills in children at around two to three years of age? We measured the quality of interactions on the side of the child care teachers (N = 9, CLASS Toddler) and assessed self-regulatory skills through an individual assessment (i.e. working memory by the “Hidden Toys Task”
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The Effect of STEM Applications in Preschool on Students' Carrier Goals and Perceptions of Engineering International Journal of Early Childhood Pub Date : 2022-06-06 Burcak Ceren Akpinar, Devrim Akgunduz
STEM education, which consists of the initials of the words Science, Technology, Engineering and Mathematics, is an educational approach that blends theoretical knowledge with engineering skills. The STEM education approach is implemented in the USA from preschool to senior high school through engineering design and interdisciplinary studies within the framework of the Next Generation Science Standards
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An Examination of the Impact of Culture on Early Intervention Programmes—An Islamic Arabic Perspective from Jordan International Journal of Early Childhood Pub Date : 2022-05-14 Nisrin Alqatarneh, Carolyn Dunford, Debbie Kramer-Roy
This study looks into the cultural and social influences on the provision of early intervention (EI) programmes in Jordan, namely the perspective on disability from an Islamic Arabic culture. The aim is to examine the perspectives of Jordanian parents and occupational therapists on the influence of their cultural understanding of disability on the provision and use of EI programmes. A qualitative research