Health Promotion and Identity Construction in Norwegian Kindergartens - A Qualitative Study on Children with and without Disabilities [0.03%]
挪威幼儿园的健康促进和身份构建——对残障与非残障儿童的质性研究
Ingvild Åmot,Borgunn Ytterhus
Ingvild Åmot
This article focuses on how children, independent of abilities, create healthy identities and spaces in kindergarten,and is based on a qualitative CGT-study carried out in Norwegian Kindergartens. Data sources include Life-forminterviews wi...
Early Childhood Education Teacher Well-Being: Performativity as a Means of Coping [0.03%]
早期儿童教育教师的幸福感：应对压力的表演性手段
Cynthia A Wiltshire
Cynthia A Wiltshire
Detrimental circumstances (e.g., poverty, homelessness) may affect parents, parenting, and children. These circumstances may lead to children being labeled "at risk" for school failure. To ameliorate this risk, more school and school earlie...
Distance Learning in Early Childhood During the COVID-19 Crisis: Family and Educators' Experiences [0.03%]
新冠疫情下幼儿远程教育：家庭和教师的经验
Raquel Plotka,Ruth Guirguis
Raquel Plotka
The COVID-19 crisis presented teachers and families with the challenge of educating young children online. This study explored the experiences with virtual education of 51 parents and 53 teachers of young children. The results have shown th...
Strengthening Early Childhood Education and Care in a "Childcare Desert" [0.03%]
在“幼儿照护沙漠”中加强幼儿教育和看护
Ellen Prusinski,Patten Priestley Mahler,Melissa Collins et al.
Ellen Prusinski et al.
High-quality Early Childhood Education and Care (ECEC) is an important component of thriving communities. It is central to the socio-emotional and intellectual growth of young children, to the ability of parents to go to work, and to the ab...
Parents' Perspectives of Family Engagement with Early Childhood Education and Care During the COVID-19 Pandemic [0.03%]
新冠疫情下家长视角中的家庭教育与儿童护理及早期教育参与度
Penny Levickis,Lisa Murray,Lynn Lee-Pang et al.
Penny Levickis et al.
The COVID-19 pandemic has created significant challenges for Early Childhood Education and Care (ECEC) services and families, impacting family access to services and their communication and engagement with educators. This study aimed to exa...
Promising Findings that the Cultivating Healthy Intentional Mindful Educators' Program (CHIME) Strengthens Early Childhood Teachers' Emotional Resources: An Iterative Study [0.03%]
培养健康有意图的正念教育者方案(CHIME)增强幼儿教师情感资源的积极发现：一项迭代研究
Holly Hatton-Bowers,Caron Clark,Gilbert Parra et al.
Holly Hatton-Bowers et al.
Findings suggest that an eight-week mindfulness compassion-based program, Cultivating Healthy Intentional Mindful Educators (CHIME), is a feasible professional development intervention for early childhood (EC) teachers to support their emot...
"A Piece of Normal Life When Everything Else is Changed" Remote Early Childhood Music Classes and Toddler Socialization [0.03%]
《特殊时期的常态》——幼儿线上音乐课与儿童社交能力培养
Samantha C Webber,Lisa Huisman Koops
Samantha C Webber
Parents of infants and toddlers have expressed concerns that their children's social-emotional development has been affected by the COVID-19 pandemic. The purpose of this intrinsic case study was to gather information about parents' and car...
Animal-Assisted Counseling for Young Children: Evidence Base, Best Practices, and Future Prospects [0.03%]
儿童辅助动物咨询：实证依据、最佳实践及未来前景
Mary Renck Jalongo,Lorraine J Guth
Mary Renck Jalongo
Increasing numbers of young children are experiencing mild to moderate mental health issues that require support in addition to that typically provided by family members and teachers. The services of professional counselors can be particula...
Pre-service Teachers' Perspectives on Transition to Kindergarten Practices for Autistic Children [0.03%]
学前教师对自闭症儿童入学适应实践的视角
Emily Jellinek,Milena Keller-Margulis,Sarah S Mire et al.
Emily Jellinek et al.
Autistic children present with unique challenges that may be associated with challenges during the kindergarten transition process. While teachers endorse transition to kindergarten practices as important, implementation of effective transi...
Communicating Digitally: Building Preschool Teacher-Parent Partnerships Via Digital Technologies During COVID-19 [0.03%]
新冠肺炎疫情期间的数字化沟通：利用数字技术建立学前教育教师家长伙伴关系
Jennifer J Chen,Dahana E Rivera-Vernazza
Jennifer J Chen
During COVID-19, many schools in the United States restrict parent visits and parent-teacher face-to-face meetings. Consequently, teachers and parents rely on digital technologies to communicate and build partnerships. Yet, little is known ...