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Jessica Amsbary; Hsiu-Wen Yang; Ann Sam; Chih-Ing Lim; Megan Vinh – Early Childhood Education Journal, 2024
The importance of early science, technology, engineering, and math (STEM) learning opportunities for all young children has become increasingly documented by research and recommended practices. In addition, high quality inclusive settings where all children can access and benefit from learning activities continues to demonstrate optimal outcomes…
Descriptors: STEM Education, Early Childhood Education, Inclusion, Early Childhood Teachers
Kwangwon Lee; Fatima Godina; Delaney Pike – Early Childhood Education Journal, 2024
Social turn taking, a preverbal social communication competency often difficult for young children with autism, may be foundational to joint attention when included as a component of interventions for children with autism. In this study, social turn-taking was promoted through a parent mediated learning approach to intervention in a telehealth…
Descriptors: Autism Spectrum Disorders, Telecommunications, Health Services, Interaction
Wanqing Hu; Ruiyan Huang; Yanyan Li – Early Childhood Education Journal, 2024
Researchers are increasingly calling for more computational thinking (CT) teaching tools and activities designed for young children. Considering young children's need to draw on their bodily experiences to learn abstract concepts, this study applied the embodied cognition perspective to design an unplugged (non-computer-based) toolkit with…
Descriptors: Conventional Instruction, Learning Activities, Mental Computation, Young Children
Joanne Marie Alderson; Fi McAlevey; Muni Narayan; Sarah Williams – Early Childhood Education Journal, 2024
Curriculum innovation occurs throughout the early childhood education (ECE) sector. This article reports on the results of a survey conducted in Aotearoa New Zealand, during Phase 1 of a two-phase mixed-methods study. The research examines the factors that shape the way teachers use curriculum innovation and seeks to understand how teachers'…
Descriptors: Early Childhood Education, Curriculum, Innovation, Instructional Innovation
John P. Rech; Priyanka Chaudhary; Michaela Schenkelberg; Danae Dinkel – Early Childhood Education Journal, 2024
Preschool teachers are uniquely positioned to impact children's physical activity levels, yet the relationship between teachers' and children's physical activity levels has not been widely investigated. The purpose of this study was to explore preschool teachers' physical activity levels, practices, and perceptions and how this relates to…
Descriptors: Physical Activities, Preschool Education, Preschool Teachers, Preschool Children
Sara Barros Araújo; Rafaela Rosário; Ana Silva; Sílvia Barros – Early Childhood Education Journal, 2024
In Portugal, early childhood education and care services for children under-three were the first educational services to reopen after periods of lockdown. COVID-19 prevention and control measures had to be implemented nationwide, but no knowledge was yet produced on their impact in educational settings. This study aimed to map the implementation…
Descriptors: Early Childhood Education, COVID-19, Pandemics, Educational Practices
Sunaina Shenoy; Anuj Iyer; Siamack Zahedi – Early Childhood Education Journal, 2024
Most private schools in India follow the Alphabet-Spelling method to teach reading in English. This approach bypasses letter-sound correspondences and focuses on rote memorization and sight-word recognition. In an effort to provide students with more recent evidence-based practices in reading instruction, this study examined how phonics-based…
Descriptors: Phonics, Reading Instruction, Teaching Methods, Foreign Countries
Julia Rabin; Lisa Vaughn; Carlie Trott; Farrah Jacquez – Early Childhood Education Journal, 2024
Children that participate in early childhood education (ECE) experience improvements in academic, social, and life outcomes. However, since Latinx children continue to be enrolled in ECE at lower rates and face many barriers to entry, the true benefit to Latinx individuals is unknown. The current qualitative study utilizes focus groups (and an…
Descriptors: Parent Attitudes, Early Childhood Education, Hispanic Americans, Parents
Lisa Fyffe; Pat L. Sample; Angela Lewis; Karen Rattenborg; Anita C. Bundy – Early Childhood Education Journal, 2024
Cross-case study research was used to explore the school readiness of four 5-year-old children entering kindergarten during the 2020-2021 school year after three or more years of play-based early childhood education at a Reggio Emilia-inspired early childhood education center. Data included a series of three 1-h individual interviews with four…
Descriptors: Young Children, Kindergarten, Play, School Readiness
Mary E. Lyons – Early Childhood Education Journal, 2024
Play, of varied type and form, provides opportunities for children to acquire a sense of competence and belonging when engaging in classroom life. The purpose of this study was to investigate ways that the inclusion of play as a curricular component eased academic stressors and supported motivation during the transition to kindergarten. In this…
Descriptors: Young Children, Kindergarten, Grade 1, Preschool Education
Danika L. Pfeiffer; Rebecca J. Landa – Early Childhood Education Journal, 2024
Early childhood care and education providers provide instruction to diverse learners, including children with developmental delays, but often lack training in the use of evidence-based instructional strategies to support children's meaningful learning engagement. This preliminary study examined effects of the Early Achievements for Child Care…
Descriptors: Child Care, Preschool Teachers, Faculty Development, Self Efficacy
Carolina Melo; Robert C. Pianta; Jennifer LoCasale-Crouch; Francisca Romo; M. Constanza Ayala – Early Childhood Education Journal, 2024
The present study examined how the dosage and quality of the federal preschool program "Head Start" (HS) in the US related to children's self-regulation skills in kindergarten. Using Propensity Score Matching and multiple regression (OLS), this study explored how the number of years and hours a week of HS were related to self-regulation…
Descriptors: Preschool Education, Incidence, Educational Quality, Social Services
Jialin Lai; Xuejun Ryan Ji; R. Malatesha Joshi; Jing Zhao – Early Childhood Education Journal, 2024
The study investigated how parental belief and family socio economic status (SES) were related to the home literacy environment and to early literacy-related skills in a foreign language (English). Eighty-six Chinese children in kindergarten (Mage = 5 years 5 months, 44 girls) were assessed on English phonological awareness, English receptive…
Descriptors: Family Literacy, Parent Child Relationship, Family Influence, Parent Attitudes
Mollie Romano; Katherine Perez; Diana Abarca – Early Childhood Education Journal, 2024
High-quality early care and education is a known protective factor for infants and toddlers who experience early childhood poverty, especially for early communication outcomes. However, the quality of care is variable in the United States, and efforts to increase the quality of interactions is impeded by cost and high rates of turnover in the…
Descriptors: Federal Programs, Low Income Students, Social Services, Early Intervention
Susana Beltrán-Grimm – Early Childhood Education Journal, 2024
Drawing from a qualitative approach and through individual "pláticas" (processes of co-constructing knowledge through dialogue) as a linguistic and cultural framework, this work explored informal contextual factors valued by Spanish-speaking Latina mothers of children, three to five years of age and enrolled in a nonprofit California…
Descriptors: Latin Americans, Preschool Children, Bilingualism, Spanish