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Shall we play?: listening to children’s voices using a playful approach International Journal of Early Years Education Pub Date : 2024-04-15 Lynsey A. Burke, Divya Jindal-Snape, Anne Douglas
There is a paucity of research that has effectively listened to children's voices on matters important to them and has asked them how they would like to be listened to. This study used a playful ap...
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Avoiding the ‘touchy feely’ words: state PreK leaders’ intentional language choices International Journal of Early Years Education Pub Date : 2024-03-17 Kaitlin Northey
State prekindergarten (PreK) leaders in the United States of America are instrumental to efforts to build birth through third grade systems as they are situated at a nexus point between early child...
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Engendering preprimary education in Zanzibar: question of male teachers’ under-representation in early childhood teaching and learning International Journal of Early Years Education Pub Date : 2024-03-16 Abdulrahman Suleimman Khamis, Blackson Kanukisya, Mpoki Mwaikokesya
This study investigated the factors contributing to the low participation of male teachers in preschool education in Zanzibar. Drawing upon social constructionist feminism theory, the study employe...
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Parental support of emergent literacy in the final preschool year in Austria during COVID-19-induced lockdowns International Journal of Early Years Education Pub Date : 2024-03-01 Verena Scharnagl, Wilfried Smidt
The support of emergent literacy skills in preschool children has been considered highly important for the development of children’s competencies and their academic success in school. In addition t...
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Learning from babies is an early childhood education International Journal of Early Years Education Pub Date : 2024-02-14 Jane Murray
Published in International Journal of Early Years Education (Vol. 32, No. 1, 2024)
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Places, spaces and encounters with nature – socio-material discourses in Swedish preschools International Journal of Early Years Education Pub Date : 2024-01-30 Annika Manni, J. Annerbäck, H. Löfgren, F. Mårtensson, A. Fröberg
This article investigates views and discourses on outdoor play in preschool teachers talks about their playgrounds and outdoor practices in Swedish preschools. Included were a strategic sample of t...
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A comparative analysis of creativity: Australian and Iranian early childhood national policy frameworks International Journal of Early Years Education Pub Date : 2024-01-02 Somayeh Ba Akhlagh, Nicole Leggett
This article compares the conceptualisations of creativity between the early childhood policy frameworks from Iran and Australia to demonstrate how cultural differences influence understandings and...
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The psychological well-being of children who play digital games during the COVID-19 pandemic International Journal of Early Years Education Pub Date : 2024-01-01 Abdullah Atan
The COVID-19 pandemic has had serious effects on children in early childhood as well as on all age groups. Detecting and examining these effects with various studies is vitally important. Hence, cu...
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Strategies for optimizing partnership: workshop on teamwork for teachers and parents in early childhood education International Journal of Early Years Education Pub Date : 2023-12-27 Leli Halimah, Margaretha Sri Yuliariatiningsih, Mirawati
One of the keys to early childhood education program success is providing opportunities for teachers and parents to create effective partnerships. However, teachers often face difficulties in invol...
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Shifting perspectives: developing and integrating educators’ notions of play and early math learning in kindergarten International Journal of Early Years Education Pub Date : 2023-12-27 Hanna Wickstrom, Angela Pyle
Growing evidence promotes the suitability of play-based learning to support young children’s developmental and academic learning. Educators’ differing perspectives of play and learning, however, le...
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Children’s perspectives on quality in ECEC as a specific form of participation International Journal of Early Years Education Pub Date : 2023-12-27 Katrin Macha, Mathias Urban, Jan Lonnemann, Caroline Wronski, Frauke Hildebrandt
In this paper, we want to present research on children’s perspectives in the context of participation. We emphasize that the survey of children's perspectives is a form of participation. We underst...
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What constitutes a high-quality environment for speech and language development? International Journal of Early Years Education Pub Date : 2023-12-03 Tanya Richardson
This paper discusses a study that considered how the quality of three different learning environments, indoor classrooms, outdoor classrooms and forest schools, for children aged 3–5 years, is asso...
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Kindergarten students’ and pre-service teachers’ perceptions regarding the frequency of the Moon’s appearance at night International Journal of Early Years Education Pub Date : 2023-11-05 Aglaia Nikolopoulou, Sofia Fili, Magdalini Founta, Ioannis Starakis
The present research investigates the perceptions of kindergarten students, and pre-service teachers from the Early Childhood Education Department at the University of Athens, concerning the freque...
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Disrupting the Aistear hour: working towards a play-based curriculum in early childhood classrooms in Irish primary schools International Journal of Early Years Education Pub Date : 2023-10-19 Carol-Ann O’Síoráin, Margaret Kernan, Fíona McArdle
In a climate of pandemic recovery and taking this opportunity to be reflective and reflexive in our practice we set out to examine how we can make a change to the playful experiences of children ag...
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Length, area, volume, and angle and turn measurement in early childhood: validating the early measurement assessment tool International Journal of Early Years Education Pub Date : 2023-10-16 Mehmet Ceylan, Durmuş Aslan
This study aimed to investigate 48–96 months old children’s length, area, volume, and angle and turn measurement abilities. For this purpose, an Early Measurement Assessment Tool (EMAT) was develop...
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Rethinking agency in literacies: Malawian children’s and teachers’ perspectives International Journal of Early Years Education Pub Date : 2023-10-03 Natalia Kucirkova, Lucy Rodriguez-Leon, Neema Mwenda Chinula
This qualitative study contributes theorised and empirically enriched insights from local practices into children’s agency. The authors trace a converging interest in multimodal literacies, postcol...
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How an integrated arts program facilitated social and emotional learning International Journal of Early Years Education Pub Date : 2023-09-25 Eve Müller, Lauren Hunter Naples, Lynn Cannon, Brenna Haffner, Andrea Mullins
This article uses qualitative data in the form of 13 staff interviews, as well as detailed observation notes from 18 classroom lessons, to explore the process through which an integrated arts progr...
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Early childhood professionals’ pedagogical decision making International Journal of Early Years Education Pub Date : 2023-09-21 Katariina Waltzer, Sirpa Kärkkäinen, Sari Havu-Nuutinen
The present study sought to determine how and where pedagogical decisions are made, as well as how such pedagogical decisions construct pedagogy, in the early childhood education context. The data ...
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Teacher support for children’s base-10 understanding in Japanese kindergartens International Journal of Early Years Education Pub Date : 2023-09-19 Yew Lee Marcruz Ong, Manabu Kawata
Early understanding of base-10 concept has been shown to be associated with superior mathematical achievement among East Asian children. In addition to their base-10 structured number system, teach...
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Young children’s science learning from a touchscreen app International Journal of Early Years Education Pub Date : 2023-09-19 Harriet R. Tenenbaum, Jo Van Herwegen
Many technological applications (apps) purport to help children learn academic material. Building on research in developmental and educational psychology, we developed and tested an app to teach bi...
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Pretend play of young children in the Malaysian context International Journal of Early Years Education Pub Date : 2023-09-21 Iylia Dayana Shamsudin, M. Kadar, H. F. M. Rasdi, T. Brown, J. Bacotang, M. Dzainudin
Pretend play is one of the most beneficial and complex forms of play that promotes a myriad of children’s development. Children’s engagement in pretend play can be influenced by their genders, age,...
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A Pan-Canadian document analysis: examining policies and practices that foster self-regulation in the early years International Journal of Early Years Education Pub Date : 2023-09-21 Kristy Timmons, Emma Bozek, Elizabeth Sharp
Based on emerging literature on the important role of self-regulation in supporting learning, policy makers have made efforts to include self-regulation skills in practice and policy documents worl...
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State vs. private preschool setting: assessing school quality for a successful learning environment International Journal of Early Years Education Pub Date : 2023-09-19 E. Tympa, V. Karavida
Child-care researchers agree on the importance of preschool quality as an essential factor in developmental and cognitive outcomes. This study is a first attempt to assess structural and process as...
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Early years practitioners’ training, beliefs and practices concerning mathematics: implications for education and practice International Journal of Early Years Education Pub Date : 2023-09-10 Hiwet Mariam Costa, Laura Ann Outhwaite, Jo Van Herwegen
ABSTRACT The early years learning environment is vital for young children’s learning and development. This study reports, for the first time in the UK, an online survey of 83 early years practitioners’ perceptions, classroom practices, and beliefs towards mathematics. Surveyed practitioners rated life skills and literacy as more important than mathematics. They reported implementing activities focused
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Quality Early Childhood Education and Care practices: the importance of skills, knowledge and the Early Childhood Graduate Practitioner competences International Journal of Early Years Education Pub Date : 2023-09-07 Eva Mikuska, Nikki Fairchild, Alex Sabine, Sarah Barton
ABSTRACT This article focuses on the English Early Childhood Education and Care (ECEC) sector’s perception of graduates in the workforce. Previous research has already highlighted the benefits of a graduate workforce, demonstrating a positive impact on provision and leading to high-quality education and care. However, there has been limited appetite for policy makers to reflect the wider need for graduates
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‘Early childhood studies is more than a degree; it is an experience’: undergraduate students’ motivations, professional aspirations and attributes International Journal of Early Years Education Pub Date : 2023-08-28 Eunice Lumsden, Jackie Musgrave
This mixed methods study sought the views of early childhood studies students from three universities in England. The research explored motivations, professional aspirations and the attributes they...
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What is the purpose of education? A context for early childhood education International Journal of Early Years Education Pub Date : 2023-08-03 Jane Murray
Published in International Journal of Early Years Education (Vol. 31, No. 3, 2023)
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Fostering positive relationships among classmates: useful models for social pedagogical actions International Journal of Early Years Education Pub Date : 2023-06-06 Eleftheria Beazidou, Kafenia Botsoglou
ABSTRACT The scope of this study was to discriminate factors, which could improve students’ social relationships in kindergarten classrooms. In this research, 147 volunteer children participated, 67 female students and 80 male students. Every student was between 4.5 and 5.5 years old and they were all attending urban public kindergarten located in central Greece. This study focuses on factors associated
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Name it and claim it: supporting early childhood teachers to recognise themselves as researchers International Journal of Early Years Education Pub Date : 2023-06-04 Andrea Nolan, Louise Paatsch
ABSTRACT There are increasing demands for teachers to continue to improve the quality of education. This focus is evident in the Early Childhood Education and Care sector in Australia where the professionalisation agenda is tied to teacher professional learning. While the Australian Professional Standards for Teachers (AITSL) has strengthened expectations on teachers to engage with research and become
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Play, adventure and creativity: unearthing the excitement and fun of learning International Journal of Early Years Education Pub Date : 2023-05-05 Lorna Arnott
Published in International Journal of Early Years Education (Vol. 31, No. 2, 2023)
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Math in daily plans: is it possible to conduct in the outdoors by preschool teachers? International Journal of Early Years Education Pub Date : 2023-05-02 Mehmet Mart
Daily plans are the key tool for teachers to ensure their delivery meets the expectations of the programme, and math activities are one of the important activities required to be offered daily in t...
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Fostering metacognitive skills in young children International Journal of Early Years Education Pub Date : 2023-05-02 Selina L. P. Mushi
This research report is on fostering young children's metacognitive skills. The study was conducted at a private early childhood education center in a Midwestern city in the United States in 2020. ...
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Early language and culture development in the social context of an Arab homes: multimodal practices International Journal of Early Years Education Pub Date : 2023-04-26 Laila Zahir Al Salmi, Iskender Gelir
This study explores the literacy and social practices of a young Omani emergent bilingual child who is beginning to develop bilingualism and biliteracy in Arabic and English through social interact...
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Classroom interaction and metacognition by ‘enculturation’ of thinking in early education International Journal of Early Years Education Pub Date : 2023-04-09 Isabel María Gómez-Barreto, Sonia Lara, Ruth Pinedo-González
ABSTRACT This case study explores the impact of a thinking-based teacher training and professional development programme on the quality of classroom interactions and on students’ metacognitive capacity in early childhood education and elementary first-grade classrooms. The study was conducted in a Spanish school, and the sample comprised 13 educators and 117 students aged 4 to 7 years old. The self-assessment
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Ngā Akoranga pai o te Tuhinga Pūrākau. Lessons from the heart of Learning Stories International Journal of Early Years Education Pub Date : 2023-03-12 Katalin Fabian, Frances Edwards
This study investigated how New Zealand teachers in Early Childhood Education (ECE) gathered, documented and utilised assessment information about children’s learning. It utilised phenomenological ...
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Shifting landscapes in early childhood education International Journal of Early Years Education Pub Date : 2023-02-24 Jane Murray
Published in International Journal of Early Years Education (Vol. 31, No. 1, 2023)
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Developing narrative performance of 5–6-year-old children through combined use of narrative elements in their speech International Journal of Early Years Education Pub Date : 2023-01-04 Christina Kalaitzi, Spiros Panos
ABSTRACT This paper aims to investigate to what extent preschoolers' narrative speech can be affected by the combined use of five narrative elements: narrative framing, narrative basic structure, intertextual hero, plot subversion and image–text interaction. It presents an intervention aiming to teach these elements to an experimental group of preschoolers, while a control group followed the regular
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From ‘tiaras and twirls’ to ‘action and adventure’. Eliciting children’s gendered perceptions of Disney characters through participatory visual methodology International Journal of Early Years Education Pub Date : 2023-01-03 Paula Hamilton, Rhyannon Dynes
ABSTRACT This study, based on interpretative phenomenological methodology, examines the influence Disney media and merchandise may have on children’s understandings of gender. Although there are various studies in this area, most focus on the Disney Princesses’ effects on girls’ gender development and few directly elicit the views of both girls and boys (Golden and Jacoby 2018). The current study attempts
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Parents’ reactions to their child’s placement in special-education kindergartens: a grounded theory study in Israel International Journal of Early Years Education Pub Date : 2023-01-02 Bilha Paryente, Yael Barak Levy
ABSTRACT The aim of this grounded theory study was to understand parents’ emotions and coping strategies regarding their child’s initial placement in an Israeli special education kindergarten. Proper placement is essential to effectively support children with developmental disabilities (DD), yet parents tend to approach assessment procedures with dread. Semi-structured in-depth interviews were held
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Young children's curriculum experiences International Journal of Early Years Education Pub Date : 2022-12-10 Jane Murray
Published in International Journal of Early Years Education (Vol. 30, No. 4, 2022)
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Ijeye 30(4): Era Abstracts International Journal of Early Years Education Pub Date : 2022-11-30 Elizabeth Coates
Published in International Journal of Early Years Education (Vol. 30, No. 4, 2022)
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Home learning: an exploration of parents perspectives International Journal of Early Years Education Pub Date : 2022-11-16 June O’Sullivan
ABSTRACT Much home learning research explores the benefits from the perspectives of the child or staff. Less is written about how parent’s view home learning. This became more noticeable recently when nurseries closed because of Covid-19 lockdown. Staff had to design digital home learning activities at speed to help parents support their children’s learning and development while maintaining their relationships
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The importance of play in natural environments for children’s language development: an explorative study in early childhood education International Journal of Early Years Education Pub Date : 2022-11-11 Jannette Prins, Femke van der Wilt, Sofia van Santen, Chiel van der Veen, Dieuwke Hovinga
ABSTRACT Playing in natural environments is a popular activity for young children. In previous years, studies have shown benefits of playing in natural environment for children’s motor development and attention restoration. In this study, we explored the relation between playing in natural environments and children’s language use. A total of N = 18 children (4–7 years) from three Dutch primary schools
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Indonesian children’s voices of the school-from-home policy International Journal of Early Years Education Pub Date : 2022-11-03 Yuli Kurniawati Sugiyo Pranoto, Branislav Pupala
ABSTRACT This study analyzes Indonesian children’s happiness feeling and preferences toward school-from-home activities and setting during the COVID-19 pandemic. Online interviews and drawing-telling activities were used to obtain the data from 334 children aged four to six years. The findings revealed that more than half of the children were happy with the school-from-home policy. They stated that
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Kindergarten teachers’ challenges in teaching English as a foreign language to children International Journal of Early Years Education Pub Date : 2022-10-26 Huda Alenezi, Fathi M. Ihmeideh, Yousef Alshaboul
ABSTRACT Teaching English as a foreign language in early years has become prevalent in response to contemporary trends of English as a global language. However, early childhood teachers may face challenges that would prevent children from achieving success in learning English in different educational contexts. This study explored the challenges that kindergarten teachers face when teaching English
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Developing arithmetic skills in kindergarten through a game-based approach: a major issue for learners and a challenge for teachers International Journal of Early Years Education Pub Date : 2022-10-23 Joëlle Vlassis, Ariane Baye, Amélie Auquière, Anne-Françoise de Chambrier, Christophe Dierendonck, Nadine Giauque, Sylvie Kerger, Christophe Luxembourger, Débora Poncelet, Mélanie Tinnes-Vigne, Youssef Tazouti, Annick Fagnant
ABSTRACT Early arithmetic skills, and in particular the understanding of the part-whole relationship, are currently considered crucial for future arithmetic achievement. They are complex skills extending far beyond the mastery of counting procedures. In order to develop these arithmetic skills in kindergarten children, we developed a game-based approach using conventional card and board games adapted
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The impact of pre-primary education on primary student achievement: evidence from SACMEQ III International Journal of Early Years Education Pub Date : 2022-10-21 Kyoko Taniguchi
ABSTRACT Previous studies have paid considerable attention to the impact on a child’s primary education of attending pre-primary school. Researchers have asserted that early educational intervention can compensate for the effects of poverty and inadequate learning environments on child development and school success. This study analyzes the relationship between pre-primary education and student reading
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Kindergarten teachers' experiences during the COVID-19 pandemic in Bangladesh International Journal of Early Years Education Pub Date : 2022-10-04 Arifur Rahman, Shahidul Islam, Wendy Boyd
ABSTRACT Across the world COVID-19 has impacted teachers’ lives both professionally and personally. In many parts of the world kindergarten teachers have been able to adapt practices to ensure that children’s education and care is provided. However some countries have not responded adequately to support kindergarten teachers’ ongoing employment. Bangladesh is one such country. The aim of this study
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Exploring Ukrainian ECE principals’ views about their role and approach to work: a case study International Journal of Early Years Education Pub Date : 2022-09-30 Iryna Nadyukova, Antje von Suchodoletz
ABSTRACT In an era of ongoing transformation in the Ukrainian education system, school leaders play an important role in implementing educational reforms. However, their role and practice of leadership are poorly understood. This qualitative case study explored facets of approaches to educational leadership and key challenges faced by four female principals (Mage = 52 years, SD = 7.7) of average-sized
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STEM activities for children aged 4–7 years: teachers’ practices and views International Journal of Early Years Education Pub Date : 2022-09-29 Kleopatra Nikolopoulou
ABSTRACT The purpose of this study is to investigate teachers’ practices and views of STEM activities for children aged 4–7 years old. The participants are 18 Greek teachers and data is collected via interviews. Commonly reported reasons for the importance of STEM education are the development of skills, knowledge, and children’s interest for learning, while the skills children develop, include collaboration
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The study of belonging in early childhood education: complexities and possibilities International Journal of Early Years Education Pub Date : 2022-09-27 Elizabeth J. Erwin, Meredith Valentine, Michaella Toumazou
Young children’s voices have been nearly absent in the study of belonging during the early years. In this article, we propose a more inclusive understanding about how to study belonging, as well as...
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Early childhood practicum students’ perceptions and experiences of a remote directed fieldwork course during the COVID-19 pandemic International Journal of Early Years Education Pub Date : 2022-09-26 Su Jeong Wee, Jessica Michele Dennis, Yafen Lo, Kheng Ly-Hoang, Patricia Ramirez-Ulloa
ABSTRACT Early childhood (EC) education has usually involved in-person teaching and learning. However, the COVID-19 pandemic has imposed remote teaching on EC practitioners and complicated practicum students’ fieldwork experiences. This study explored EC practicum students’ fieldwork experiences in the U.S. during the pandemic and their preparedness for online teaching and technology employment and
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Mathematics learning in the early years through nature play International Journal of Early Years Education Pub Date : 2022-09-08 Chris Speldewinde, Coral Campbell
ABSTRACT In Australia, there have been a growing number of nature-based early childhood education initiatives [Alme, H., and M. A. Reime. 2021. “Nature Kindergartens: A Space for Children’s Participation.” Journal of Outdoor and Environmental Education 24: 113–131]. Research into early years’ nature education internationally remains under-theorised particularly in STEM teaching and learning. The nature
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Parental perspectives on ECEC settings that foster child well-being: a comparison across nine European countries International Journal of Early Years Education Pub Date : 2022-09-01 Catharina P. J. van Trijp, Martine L. Broekhuizen, Thomas Moser, M. Clara Barata, Cecília Aguiar, the CARE research team
ABSTRACT Parents play a vital role in identifying children’s needs for support and Early Childhood Education and Care (ECEC) features that support children’s well-being. This study examined parental perspectives on features of ECEC that foster young children’s well-being under and above the age of 3 years by interviewing 359 parents across nine European countries (England, Finland, Germany, Greece
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Evaluating the impact of early childhood education on child development in Lao PDR International Journal of Early Years Education Pub Date : 2022-08-08 Yusuke Kamiya, Marika Nomura
ABSTRACT Early childhood education (ECE) is important to provide the necessary support for children’s healthy development during the preschool period. We evaluated whether ECE positively impacted early childhood development in Lao PDR. We pooled two rounds of nationally representative cross-sectional household surveys — Lao Social Indicator Surveys 2011/2012 and 2017. The study sample included 9316
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The rhetorics of play: visual analysis of children’s play across four generations of an Australian family International Journal of Early Years Education Pub Date : 2022-08-08 Anne Keary, Susanne Garvis, Lucas Walsh
ABSTRACT Play is a place of diverse meaning-making for young children and often central to family life. This paper reports on a family study in which the authors analyse Author One’s family photos of young children’s play across four generations. The photo analysis shows continuity and transformations in the types of play activities the young children engaged with across the generations. A facet of
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Early childhood educators’ beliefs about mathematics education for children under three years of age International Journal of Early Years Education Pub Date : 2022-08-08 Amy MacDonald, Samantha McGrath
ABSTRACT Early childhood educators play a central role in fostering children’s mathematics learning; however, few studies have focused on educators’ beliefs about very young children’s capabilities in mathematics. Understanding these beliefs is critical for gaining insight into the mathematics education provided in birth to three settings. In light of this dearth of research, this article presents
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(In)capacity to early learning provisioning in Namibia International Journal of Early Years Education Pub Date : 2022-08-05 Elizabeth Ngololo, Choshi Kasanda, Gert Van Rooy
ABSTRACT The state of early learning provision remains elusive in Namibia. This study aimed at determining the provision of early learning to children aged between 0–8 years; caregivers’ capabilities; and the resources availability in the country. The study used a mixed methods approach in collecting data from a sample of 32 ECD centres and caregivers. The convergent parallel mixed methods used a questionnaire
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Preliminary statement International Journal of Early Years Education Pub Date : 2022-08-06 Bert van Oers, Nikolay Veraksa
Published in International Journal of Early Years Education (Vol. 30, No. 3, 2022)
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Teachers’ conceptualisations of science teaching – obstacles and opportunities for pedagogical continuity across early childhood school forms International Journal of Early Years Education Pub Date : 2022-08-05 Karin Due, Marianne Skoog, Sofie Areljung, Christina Ottander, Bodil Sundberg
ABSTRACT This study aims to contribute knowledge about obstacles and opportunities for pedagogical continuity in science across early childhood education. We use activity theory to analyse individual interviews and group meetings with teachers from preschool (age 1–5), preschool class (age 6) and grade 1–3 (age 7–9) in three Swedish school units. The teachers’ descriptions of their science teaching