Inclusive Play-Based Learning: Approaches from Enacting Kindergarten Teachers [0.03%]
包容性游戏化学习：来自幼儿园教师的行动研究
Erica Danniels,Angela Pyle
Erica Danniels
Policies related to the inclusion of children with disabilities in mainstream classrooms have led to questions regarding how teachers can help cultivate inclusive learning communities where all children are supported and valued. In play-bas...
Drawing from and Expanding their Toolboxes: Preschool Teachers' Traditional Strategies, Unconventional Opportunities, and Novel Challenges in Scaffolding Young Children's Social and Emotional Learning During Remote Instruction Amidst COVID-19 [0.03%]
取之于工具箱，用之于工具箱：新冠肺炎疫情期间幼儿园教师在远程教学中利用传统策略、把握非常规机会以及应对新挑战以支持幼儿社会情感学习的个案研究
Jennifer J Chen,Charlene Brotherson Adams
Jennifer J Chen
Building on aspects of Vygotsky's sociocultural theory centering around social interaction and adult scaffolding as essential to children's learning, this study investigated the most prominently used strategies by eight teachers to scaffold...
"Essential One Day and Forgotten the Next": Perceptions of Ohio's Early Childhood Workforce on Their Exclusion from the Educator Phase of COVID-19 Vaccine Distribution [0.03%]
“今日必需，明日遗忘”——关于俄亥俄州幼儿教育工作者对被排除在新冠疫苗教师接种阶段之外的感知
Amy Wolfe,Tiffany Rowland,Jennifer Creque Blackburn
Amy Wolfe
This study explores Ohio Early Childhood and Care (ECEC) workers' perspectives about different prioritization for COVID-19 vaccine distribution between Ohio educators employed in ECEC and prek-12 settings. Days after Ohio's shutdown, ECEC p...
Malena A Nygaard,Heather E Ormiston,Olivia C Heck et al.
Malena A Nygaard et al.
During the early years of formal education, young students develop a number of formative academic, motor, behavioral, and socioemotional skills that lay the foundation for future learning. Since student mental health in the early grades pre...
When Seeing is Believing: A Framework for Reflective Conversations in Remote and Face-to-Face Coaching Approaches [0.03%]
当看见即是相信时：远程和面对面辅导方法中反思对话的框架
Cheryl Varghese,April Crawford,Linda Morgan-Dorsey et al.
Cheryl Varghese et al.
Reflective conversations between teachers and coaches are critical to helping teachers improve their classroom instruction. Coaches who encourage teachers to "see, think, and do" are better able to facilitate meaningful reflective conversat...
Creating Meaningful Interactions for Young Children, Older Friends, and Nursery School Practitioners within an Intergenerational Project [0.03%]
一项代际项目中幼儿、老年朋友以及幼儿园从业者之间有意义互动的创造
Sandra Lyndon,Helen Moss
Sandra Lyndon
Intergenerational practice, where children and older adults come together for shared activities, has grown in popularity in many Western countries. However, research about intergenerational practice, particularly in the UK, is limited. This...
Exploring the Challenge of Teachers' Emotional Labor in Early Childhood Settings [0.03%]
探究幼儿教育环境中教师情绪劳动的挑战
Cammy J Purper,Yvonne Thai,Thomas V Frederick et al.
Cammy J Purper et al.
One challenging aspect of working in early childhood education settings is engagement in emotional labor. Research suggests that emotional labor is associated with emotional exhaustion and burnout in early childhood teachers, but there is l...
Early Childhood Education During the COVID-19 Outbreak: The Perceived Changing Roles of Preschool Administrators, Teachers, and Parents [0.03%]
新型冠状病毒疫情期间的幼儿教育：幼儿园管理者、教师和家长角色认知的变化
Süleyman Yildiz,Gulenay Nagihan Kilic,Ibrahim H Acar
Süleyman Yildiz
Stakeholders (teachers, preschool administrators, and parents) in early childhood education have struggled due to the COVID-19 outbreak. The present study explores the experiences and perceptions reflecting the perceived changes in the role...
Using Mindfulness-Based Interventions to Support Self-regulation in Young Children: A Review of the Literature [0.03%]
基于正念干预提升学龄前儿童自我调节能力：文献综述
Jill O Bockmann,Seon Yeong Yu
Jill O Bockmann
The COVID-19 pandemic has caused a rise in stress, mental health concerns, and externalizing behaviors in children and their caregivers across the globe and illuminated the need to reduce stress levels and support self-regulation skills in ...
Transforming Teaching and Learning in Early Childhood Care and Education During COVID-19 in a Poor Community of the Cape Flats, South Africa [0.03%]
南非开普 flats 贫困社区的新冠疫情下早期护理和教育中的教学和学习转变
Naseema Shaik
Naseema Shaik
In this case study I explored the dilemmas of three early childhood care and education (ECCE) teachers in a poor community in the Cape Flats of Cape Town, South Africa during COVID-19, and how they used these dilemmas to transform their tea...