Infant and toddler teachers perspectives on interconnections between relationships and professional well-being during the COVID-19 pandemic [0.03%]
新冠疫情下托幼教师的专业福祉与关系间的相互作用及其看法
Kayla Stinson Green,Ana Johnson,Holly E Brophy-Herb et al.
Kayla Stinson Green et al.
A growing body of research characterizes the stressful nature of early childhood teachers' work with children and families, although less is known about the experiences of infant/toddler (I/T) teachers. This qualitative study aimed to explo...
On summoning queer joy in early childhood education: Some findings from New Brunswick, Canada [0.03%]
在加拿大新不伦瑞克省召唤幼儿教育中的“酷儿快乐”：一些研究发现
Casey Burkholder,Pam Whitty,Pam Malins et al.
Casey Burkholder et al.
What might the concept of queer joy offer to early childhood educators in New Brunswick, Canada? As a part of a study about the supports and barriers to comprehensive sexuality education in New Brunswick, Canada, we sought to speak with ear...
Culturally and Ethnically Diverse Parents' Views of Home-School Partnership Responsibilities [0.03%]
文化与种族背景多元的家长对家校合作关系职责的看法
Catherine R Gaspar,Laudan B Jahromi,Mary Ellen Rooney
Catherine R Gaspar
Relationships between home and school are critical to support young children's learning and development. However, members of the partnership may have different views on what the partnership entails, especially in the context of culturally a...
Measuring early child development across low and middle-income countries: A systematic review [0.03%]
中低收入国家儿童早期发展测量的系统综述
Bernardita Munoz-Chereau,Lynn Ang,Julie Dockrell et al.
Bernardita Munoz-Chereau et al.
The Sustainable Development Goals mandate that by 2030, all children should have access to quality early child development opportunities, healthcare and pre-primary education. Yet validated measures of ECD in low and middle income countries...
R Gabriela Barajas-Gonzalez,Alexandra Ursache,Dimitra Kamboukos et al.
R Gabriela Barajas-Gonzalez et al.
Supporting literacy development in kindergarten through teacher-facilitated play [0.03%]
通过教师指导的游戏支持幼儿园的读写能力发展
Angela Pyle,Hanna Wickstrom,Olivia Gross et al.
Angela Pyle et al.
Teacher-facilitation of play is proposed as an effective method for supporting early literacy learning, however, educators remain uncertain how to balance child-autonomy in play while also directing play toward explicit academic objectives....
Kindergarten children's reactions to the COVID-19 pandemic: Creating a sense of coherence [0.03%]
新冠疫情下学龄前儿童的反应：形成一种认知一致性
Bilha Paryente,Roni Gez-Langerman
Bilha Paryente
This article examines kindergarten children's experience of the COVID-19 pandemic. It aims to understand the children's thoughts, emotions, and coping strategies regarding the presence of the COVID-19 virus in their daily lives, using the s...
Sasha Tregenza,Verity Campbell-Barr
Sasha Tregenza
Contextual approaches to high quality Early Childhood Education and Care (ECEC) seek to capture the complexity of children's lives, developing pedagogical approaches that are responsive to children's needs and interests. In 2020, the COVID-...
Changes in demands and resources faced by the early childhood education workforce due to COVID-19 [0.03%]
新冠疫情下早期教育工作者需求和资源的变化
Charlotte V Farewell,Jennie Quinlan,Lisa Gonzales et al.
Charlotte V Farewell et al.
The primary purpose of this study was to investigate the impacts of the COVID-19 pandemic on demands, resources, and job satisfaction among a convenience sample of early childhood education (ECE) staff employed in Head Start preschools in a...
Parent perspectives on young children's changing digital practices: Insights from Covid-19 [0.03%]
新冠疫情下的儿童数字实践的变化——从家长的视角看问题
Kate L Lewis,Steven J Howard,Irina Verenikina et al.
Kate L Lewis et al.
Young children's use of digital technologies has presented challenges for parents, particularly in response to an increased reliance on digital resources during the Covid-19 pandemic. This mixed-methods study explored young children's digit...