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Examining Depictions of Bullying in Children's Picturebooks: A Content Analysis from 1997 to 2017
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Wiseman, Angela M.; Jones, Jill S. – Journal of Research in Childhood Education, 2018
This article examines how bullying is portrayed within children's picturebooks published in the last 20 years. Two overarching questions guide this research: (a) How is bullying defined and portrayed in children's picturebooks published from 1997-2017? (b) What are specific features/qualities in picturebooks about bullying published from…
Descriptors: Bullying, Picture Books, Content Analysis, Victims
Retaining Early Childhood Education Workers: A Review of the Empirical Literature
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Totenhagen, Casey J.; Hawkins, Stacy Ann; Casper, Deborah M.; Bosch, Leslie A.; Hawkey, Kyle R.; Borden, Lynne M. – Journal of Research in Childhood Education, 2016
Low retention in the child care workforce is a persistent challenge that has been associated with negative outcomes for children, staff, and centers. This article reviews the empirical literature, identifying common correlates or predictors of retention for child care workers. Searches were conducted using several databases, and articles that…
Descriptors: Literature Reviews, Early Childhood Education, Preschool Teachers, Teacher Persistence
The Effect of Poverty, Gender Exclusion, and Child Labor on Out-of-School Rates for Female Children
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Laborda Castillo, Leopoldo; Sotelsek Salem, Daniel; Sarr, Leopold Remi – Journal of Research in Childhood Education, 2014
In this article, the authors analyze the effect of poverty, social exclusion, and child labor on out-of-school rates for female children. This empirical study is based on a dynamic panel model for a sample of 216 countries over the period 1970 to 2010. Results based on the generalized method of moments (GMM) of Arellano and Bond (1991) and the…
Descriptors: Poverty, Social Isolation, Child Labor, Females
Social Comparisons by Young Children in Preschool: Naturalistic Instructions and Teaching Implications.
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Chafel, Judith A. – Journal of Research in Childhood Education, 1987
Assumes a process-in-action approach to studying young children's concept of self. Conceptualizes self-concept as spontaneously emerging from social interaction. Pedagogical implications are provided to suggest that teachers can take a number of positive steps toward respecting and enhancing children's attempts to achieve self-other knowledge.…
Descriptors: Classroom Observation Techniques, Cognitive Development, Comparative Analysis, Interpersonal Competence