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Farewell, Charlotte V.; Quinlan, Jennie; Melnick, Emily; Powers, Jamie; Puma, Jini – Early Childhood Education Journal, 2022
The early childhood education (ECE) workforce plays a key role in promoting early childhood development by their interactions with young children during formative years. However, the inherent demands of the profession and the work conditions within ECE settings affect job satisfaction and overall health and well-being. This study applied the Job…
Descriptors: Preschool Education, Preschool Teachers, Child Development, Preschool Children
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Almendingen, Alexander; Clayton, Olivia; Matthews, Jan – Early Childhood Education Journal, 2022
This study's purpose was to elucidate the experiences of educators raising and responding to child-related concerns within Early Childhood Education and Care settings. Parent satisfaction with interactions, educators' ratings of how well interactions went, and educator confidence related to raising or responding to concerns, were examined.…
Descriptors: Early Childhood Education, Parent Participation, Parent Attitudes, Satisfaction
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Kambouri, Maria; Wilson, Teresa; Pieridou, Myria; Quinn, Suzanne Flannery; Liu, Jie – Early Childhood Education Journal, 2022
Building on Froebelian principles that highlight the importance of family and community, this study explored the importance of collaboration and communication as part of a two-way dialogue. The aim was to identify the key characteristics of a model that would encourage interest and commitment to partnerships from both parents and practitioners.…
Descriptors: Partnerships in Education, Parent Participation, Parent Teacher Cooperation, Trust (Psychology)
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Kotsopoulos, Donna; Floyd, Lisa; Dickson, Brandon Allan; Nelson, Vivian; Makosz, Samantha – Early Childhood Education Journal, 2022
In this research we explore the extent to which computational thinking (CT) is evident in 3-6 year-old children's free play. CT is increasingly viewed as an important aspect of a child's school learning. Typically, CT is connected to learning with computers. Yet, much of learning in the early years is play-based, spontaneous, often…
Descriptors: Observation, Computation, Thinking Skills, Play
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Altun, Dilek; Tantekin Erden, Feyza; Hartman, Douglas K. – Early Childhood Education Journal, 2022
Emergent literacy is an umbrella term that encompasses developmental precursor skills, knowledge, and attitudes related to reading and writing. Previous studies have focused on the cognitive aspects of reading, such as word recognition, phonological awareness, and comprehension. However, reading is also an activity that requires effort and…
Descriptors: Young Children, Prereading Experience, Reading Attitudes, Family Environment
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Barker, Kim Stevens; Kim, Do-Hong; Pendergraft, Elizabeth – Early Childhood Education Journal, 2022
This article reports findings from a study to investigate the efficacy beliefs, experiences, and instructional practices of pre-kindergarten (pre-k) teachers from a high-need district who engaged in collaborative professional learning experiences provided by a partner university. The study also examined language and literacy instruction for…
Descriptors: Preschool Teachers, Teaching Experience, Faculty Development, Cooperative Learning
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Bennett, Susan V.; Gunn, AnnMarie Alberton; van Beynen, Kaya; Morton, Mary Lou – Early Childhood Education Journal, 2022
Through culturally sustaining teaching, teachers can transform practice and pedagogy to challenge inequities and create a space for affirming students' diverse religious backgrounds. Teacher educators and teachers must develop this pedagogy to understand diverse student populations and facilitate students becoming citizens who accept and empathize…
Descriptors: Diversity, Childrens Literature, Early Childhood Education, Culturally Relevant Education
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Yin, Hongbiao; Keung, Chrysa Pui Chi; Tam, Winnie Wing Yi – Early Childhood Education Journal, 2022
This study examined kindergarten teachers' behavioural intentions to implement play-based learning and its relationship to two types of facilitating factors: organisational (i.e., instructional leadership and trust in colleagues) and individual (i.e., teacher self-efficacy). Structural equation modelling examining the direct and mediating effects…
Descriptors: Preschool Teachers, Kindergarten, Intention, Play
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Lipscomb, Shannon T.; Chandler, Kelly D.; Abshire, Caitlyn; Jaramillo, Jamie; Kothari, Brianne – Early Childhood Education Journal, 2022
Early childhood teachers play a central role in children's learning and development. Yet, they encounter stressors that can negatively impact their well-being, relationships with children, and, ultimately, job retention. To inform efforts to support early childhood teachers' work-related well-being, the current study examines positive factors that…
Descriptors: Early Childhood Teachers, Self Efficacy, Teacher Motivation, Resilience (Psychology)
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Nakatsubo, Fuminori; Ueda, Harutomo; Kayama, Misa – Early Childhood Education Journal, 2022
This study aims to examine pedagogical meanings of the "Mimamoru" approach frequently used by Japanese early childhood educators in children's physical fights. "Mimamoru" is a strategy in which educators intentionally withhold an intervention, while carefully observing children, to foster children's voluntary participation in…
Descriptors: Foreign Countries, Early Childhood Teachers, Early Childhood Education, Teacher Role
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Muratori, Pietro; Giofrè, David; Bertacchi, Iacopo; Darini, Alessandra; Giuli, Consuelo; Lai, Elisa; Modena, Alessia; Lochman, John E.; Mammarella, Irene – Early Childhood Education Journal, 2022
The Coping Power Program is an evidence-based intervention for children identified to be at risk for developing externalizing behavioral problems. The Coping Power Program has been adapted to universally prevent behavioral problems in school-aged children. This study sought to test the efficacy of this adaptation, the Coping Power Universal…
Descriptors: Coping, Intervention, Behavior Problems, Preschool Children
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Elek, Catriona; Gibberd, Alison; Gubhaju, Lina; Lennox, Jodi; Highfold, Roxanne; Goldfeld, Sharon; Eades, Sandra – Early Childhood Education Journal, 2022
Attendance at high-quality early childhood education and care services can have positive impacts on children's learning and development, particularly for disadvantaged children. Aboriginal children in the Northern Territory are among the most disadvantaged in Australia and stand to benefit in the short- and long-term from attending high-quality…
Descriptors: Program Evaluation, Indigenous Populations, Early Childhood Education, Foreign Countries
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Steiner, Lilly M.; Hindin, Alisa; Rizzuto, Kerry Carley – Early Childhood Education Journal, 2022
The purpose of this study was to examine children's reading performance and parents' use of reading support strategies throughout their participation in a family literacy program. In the program sessions, parents learned strategies to promote discussions around reading and strategies to support children at the word level. The program occurred in a…
Descriptors: Parent Child Relationship, Reading Achievement, Reading Instruction, Reading Strategies
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Jose, Kim; Banks, Susan; Hansen, Emily; Jones, Rachael; Zubrick, Stephen R.; Stafford, Joel; Taylor, Catherine L. – Early Childhood Education Journal, 2022
School readiness is a construct used by educators and policy makers to describe a range of abilities that are beneficial for children transitioning to school. The association of socioeconomic disadvantage with developmental vulnerability when children start school is well established. Parents play a crucial role in supporting children's transition…
Descriptors: Parent Attitudes, Parent Role, Parents, Young Children
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Barnes, Amanda C.; Boit, Rachel J.; Conlin, Dana; Hestenes, Linda L. – Early Childhood Education Journal, 2022
Interactive book reading is an active practice that aims to stimulate children's language and literacy development. The interactions that take place during book reading are essential to understand; however, there is limited research on the practice of interactive book reading within refugee families. This qualitative study utilized observation and…
Descriptors: Refugees, Preschool Children, Emergent Literacy, Mothers
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