Early School Research Articles

Reimagining early childhood education and school readiness through the perspectives of historically marginalized families living in a rural community

Given opportunities for early childhood education (ECE) expansion in the US, we seek to explore and elevate the perspectives of historically marginalized families, from an understudied rural community, to inform future local and state action involving public pre-kindergarten (pre-K) and kindergarten (K) provision. In partnership with a state Department of Education (DOE) and local district, we conducted two culturally responsive focus groups to investigate how such caregivers conceptualize ECE and school readiness, identify barriers with the current system, and pinpoint potential solutions to improve public pre-K and K. Participants included eight female caregivers, three of whom identified as Black, two as Hispanic, and three as White. All families met the DOE's eligibility requirements to attend public preschool. Through two 90-minute focus groups, we found families conceptualized ECE as a time for humanizing and hands-on classroom practices. They questioned the concept of school readiness, instead advocating for ways that schools can be ready for their children. Furthermore, families identified accountability culture (testing, standardization of curricula, narrow focus on core academic content, etc.), as a problem, particularly upon kindergarten entry. Solutions to improve pre-K and K included representative curricula, more equitable funding, and opportunities for collaboration across education interest-holders (e.g., teachers, families, administration, etc.) at school, district, and state levels.

Early Career School Counselors’ Experience of Developing Group Counseling Skills: An Interpretive Phenomenological Analysis

ABSTRACT Group counseling is essential to school counselors’ practice, but training may be insufficient. Little literature exists on school counselors’ post-master’s experience of gaining group skills. The research question for this interpretative phenomenological analysis (IPA) study was as follows: How do early career school counselors (ECSCs) experience developing group counseling skills post-master’s? Interviews with ECSCs, use of IPA data analysis, and application of trustworthiness strategies yielded themes. Findings described participants’ experience of learning group skills in the context of colleague connections, group scarcity, motivation, and tension between barriers and motivations. Implications for group training in counselor education, continuing education, and supervision are provided.

Consequences of parental neglect of academic performance Brazilian child

AbstractThe negative effects of child neglect on the development of children are serious and have far‐reaching negative consequences for children, especially in Brazil, with great social inequality. The research investigated the consequences of neglect for children in their early years of schooling. The academic performance was evaluated in three groups: children with formal notification of neglect, children with suspected unreported neglect and children who did not suffer any form of abuse. Information was collected from different sources: parents/caregivers, teachers and the children themselves. The groups comprised children in their early school years, aged between six and eight. The results showed that neglected children had borderline or clinical levels of school skills and below‐average school performance. The reference group had, for the most part, normal scores and average or above‐average school performance. Considering that school is a protective factor, children with learning difficulties and neglected children need support that favours child development.

Parenting Style and Children's Self-Care Ability: The Moderating Role of Executive Function.

Children's self-care ability (SCA) is a very important part of early development and school readiness. Previous studies have shown that parenting style is essential factor that influence young children's SCA. However, much less is known about the association between different types of parenting styles and children's SCA, let alone the moderating role of executive function (EF). This study used measures such as parenting style, EF and SCA to survey children (N = 482) aged 3-7 years old and their parents. The results indicated that democratic parenting style was positively correlated with children's SCA, while other parenting styles were negatively correlated with children's SCA. Moreover, with the exception of inconsistent parenting style and authoritarian parentingstyle, the predictive effect of parenting styles on young children's SCA is moderated by young children's EF: Democratic parenting styles and children's SCA were significantly and positively correlated when children's EF was high rather than low; coddling and permissive parenting styles and children's SCA were significantly and negatively correlated when children's EF was high rather than low. These findings suggest that democratic parenting styles are effective in promoting the development of SCA in children with high EF.

Mental health problems identified in early school age and later mental health problems and disorders

Abstract Background Poor mental health in childhood and adolescence youth is an important public health challenge. We aimed to examine the prospective association between mental health problems among primary school children and later diagnosed mental disorders and mental health problems in youth. Methods A prospective cohort study of children participating in school health nurse examination during first years of primary school (approx. 6 years) in 17 municipalities in the capital region of Copenhagen, Denmark, with follow-up until their 16th birthday. Baseline data included information from national population registers and school health nurse records. Outcome variables: mental disorders diagnosed at hospital from approx. age 6 until 16 years (N = 6,930) and school health nurse records of mental health problems at approx. age 16 (N = 11,250). Results Problematic relations to peers in early primary school was associated with later neurodevelopmental disorders, including intellectual disability, autism-spectrum disorder and disorders of hyperactivity and inattention (AOR=4.14, 95% CI 2.15-7.97), and poor home related well-being in youth (AOR=1.67, 95% CI 1.02-2.74). Poor school well-being in early primary school was associated with poor school well-being ten years later (AOR=1.67, 95% CI 1.19-2.34) as well as problematic relations to peers (AOR=1.83, 95% CI 1.08-3.10). Further poor general well-being in early primary school was associated with problematic relations to peers in youth (AOR=2.21, 95% CI 1.17-4.18). Conclusions School health nurses identify a group of children in the early years of primary school with mental health problems and an increased risk of later mental health problems and disorders, and therefore they play an important role in the early identification of children at risk. Key messages • Children with problematic relations to peers have up to a fourfold increased risk of later mental disorders. • The school health nurses play an important role in the early identification of children at risk of later mental health problems.

Electromagnetic fields exposure and neuropsychological effects in young people

Abstract Background In recent years, there has been a large increase in the use of communication/connected devices and technologies. This raises a question about radiofrequency electromagnetic fields (RF-EMF) exposure levels and neuropsychological effects of RF-EMF in young people. The aim of this study was to assess the pattern of use of communication/connected devices and technologies and its impact on cognition and mental health of early school age children in Poland. Methods The study population consists of 293 children from Polish Mother and Child Cohort (REPRO_PL). The study was based on questionnaire data covering type and duration of usage of communication/connected devices and technologies by mothers during pregnancy and children at age of 7 years. The environmental exposure to RF-EMF was also taken into account. Based on such data RF-EMF exposure was assessed. Child emotional and behavioral assessment was done by Strengths and Difficulties Questionnaire whereas IQ and psychomotor development of children was performed by psychologist using Intelligence and Development Scales. Results About 75% of young people used smartphones (2% for voice calls and 7% for Internet browsing at least one hour per day). Tablet or laptop use was declared by 59% and 56% of respondents, respectively. More than 10% declared that they use these devices at least one hour a day. The main factors determining the use of new technology devices were parental age and education (p < 0.05) and the age at which youth started school education (p = 0.06). In multivariable regression model higher level of RF-EMF was associated with total difficulties and emotional problems (p < 0.05). Conclusions This study presents the pattern of use of new technology devices by early school age children in Poland and the association between the exposure to RF-EMF and child mental health. Key messages • The use of communication/connected devices and technologies is common among young people in Poland. • The exposure to RF-EMF can increase mental health problems among young people.

The relationship between executive functions and mathematics achievements in early-grade elementary students

ABSTRACT Mathematics, along with reading and writing, is a core academic subject in the school curriculum. The development of mathematical skills is influenced by various cognitive factors, with executive functions (EF) playing a central role. EF, which encompasses working memory, inhibitory control, and cognitive flexibility, is critical for supporting complex cognitive processes required for problem-solving and mathematical reasoning. Research consistently shows that children with stronger EF tend to achieve better academic outcomes, including in mathematics. The goal of the present study was to examine the relationships between the global EF and its three core components – working memory, inhibitory control, and cognitive flexibility – and their impact on mathematics achievement. The sample for this study consisted of 180 children, aged 8–11 years (mean age: 9.6, SD: 1.0 year; 83 girls, 97 boys). EF was assessed using the Yellow-Red test, while mathematics achievement was evaluated based on teachers’ evaluations of the child’s mathematics performance. The results indicated a statistically significant effect of global EF and its three components on mathematics achievement. Given the potential malleability of EFs, we conclude with recommendations for strategies to enhance EF development at an early school age.

Supporting inclusion in teaching and learning STEM subjects within the DISCO+ project

Aim. The objectives of DISCO+ (Dropout and Inclusion at SChOol) project are two- fold: to implement an inclusive approach and prevent early school leaving in STEM sub- jects. The participating partner institutions apply cooperative engineering to develop units in mathematics and science subjects that can be implemented in different European educational contexts to meet the project objectives. Within the project (WP2) 16 transna- tional groups of pre- and in- service teachers take part in an eTwinning digital training sessions on the notion of school inclusion in Europe, the implementation of the principle of equality between girls and boys, the development of the critical thinking in learning scientific disciplines. Small group discussions refine each participant’s understanding of the issues involved, and the work carried out makes it possible to go beyond the local character of the definitions and to reach a common and shared understanding of the intercultural nuances present in each country. These exchanges will help build links be- tween participants and create a network of European colleagues. The groups’ experience books will serve as a basis for posters, which will be presented in June 2024. These pres- entations can be filmed and contribute to a 5-hour MOOC, which will be developed at a later phase in the project. Methods. By adopting a methodology which includes collectively designing teach- ing-learning sequences in transnational context, the project applies transnational engi- neering. Each partner involved in the creation of one or more teaching-learning sequenc- es must question the conditions of transferability of its point of view, its analyses and its testimonies in different educational contexts. In other words, the intercultural component of sequences designed jointly by partners from different countries should be ensured by addressing socially relevant issues and enriching their treatment with a variety of cul- tural viewpoints. The design of sequences on a transnational scale from this intercultural perspective will also make it possible to deal with the language issue in subjects such as mathematics and science. This methodology intends to develop a common culture on key issues such as sustainable development, inclusion and gender equality and to contribute to the creation of a European citizenship. Results. The activities will result in several deliverables, which include a round ta- ble, dedicated to the notion of school inclusion on a European scale, a four-month long eTwinning digital training in 16 transnational groups (teacher trainees, practioners) dis- cussing and exchanging ideas on inclusion in European education systems, teaching Sci- ence subjects, equality of girls and boys and developing critical thinking. Group experi- ence notebooks will be published as the result of exchanges between students, and will be dissemminated through the realisation of a poster session allowing the mutualisation of the work of the different working (16 transnational) groups. During the implementa- tion of „cooperative engineering” around inclusion and STEM teaching approaches by deconstructing representations of these objects to identify European variables and in- variants, an „online serious game”, and an accompanying guide is to be developed. The production of at least 4 teaching units (one per transnational team), two of which will be in mathematics and two in earth sciences (at least one unit is taught in the mother tongue and another in a CLIL approach) will be filmed and analysed by each “cooperative en- gineering” group on the eTwinning platform. Several activities will be used to produce resources, which in turn will be scripted into am5-hour MOOC training module to be made available on the platform already developed as part of the DICO+ project. Conclusions. In conclusion, the structure of the DISCO+ project will enable it to ad- dress the entire educational community in each country, including pupils, teachers, fu- ture teachers, trainers of trainers and inspectors.

Coached habitus: Mapping the role of shadow education in shaping students' educational trajectories

AbstractStudies have shown how family (typically parents) and formal institutions (specifically schools and universities) shape individuals' dispositions—or habitus. However, other sites of academic socialisation, such as tutoring centres and coaching institutions (collectively forming a shadow education system), are seldom scrutinised for their role in this process. To address this gap in scholarship, this paper draws on interviews with 30 Indian students who narrated their experiences of shadow education in its diversified form, from schooling and higher education to moving to the United Kingdom for advanced education. The discussion of the research findings unveils how shadow education experiences impact students' (academic) dispositions throughout their scholastic lifespan, thus aiding in nurturing academic selves (in early schooling years), cultivating competitive selves (during the transition to university), harnessing enterprising selves (when transitioning within and from university education) and developing transnational selves (as students prepare for international mobility). A synthesis of these empirical realities culminates in introducing a new concept of coached habitus that accounts for the role of shadow education in orchestrating the practices by which students may inculcate specific values, beliefs and habits aiming to prepare them to navigate increasingly competitive educational fields throughout their academic trajectories successfully. The paper argues that shadow education is a key site for habitus formation, particularly in contexts such as India and other Asian countries where non‐formal education is inextricably entwined with everyday schooling experiences.

Collaboration as foundational in the transition from preschool to primary school: a shared action research project between educational settings

ABSTRACT This paper presents a collaborative action research project developed from the experiences of teachers at a preschool and a primary school during, and in the aftermath, of the Covid-19 pandemic. By adopting a hermeneutic phenomenological approach, there is a considered awareness of the life-world of the children, their families, as well as the educators at both settings. Through reflexive engagement in the action research process, this paper identifies key messages to inform a child-centred pedagogy to support transitions as well as outlining some practical strategies for early years and primary school settings.

Child's Externalizing and Internalizing Problems and Caregiver Strain: Mediation of Child's Executive Functions.

The aim of the study is to explore the role of child's executive functions in the relation between child's externalizing and internalizing problems and caregiver strain in early school age children. The caregiver strain refers to providing nurture and care for a dependent family member. A sample includes 175 caregiver-child dyads and 36 school teachers. Participants completed the Family Strain Index which measures caregiver strain or burden (caregivers), the Strengths and Difficulties Questionnaire which measures child's externalizing and internalizing problems (teachers), and behavioral tasks that measure executive functions (children). Using structural equation modelling, the analysis resulted in a full mediation of the child's externalizing problems on the caregiver strain by child's executive functions. However, the association of child's internalizing problems with caregiver strain has not been confirmed. These results indicate that better child's executive functions buffer the negative effect of child's externalizing problems on caregiver perceived burden. Based on these results, we can suggest that interventions should be focused on programmes to improve the child's executive functions in the family and educational context, along with caregiver training aimed at providing emotional and social support, or individual therapy.

Enduring impacts of collaborative workplace music mentoring for early childhood generalist teachers, music mentors and students

ABSTRACT This study documents the enduring impacts of a workplace music mentoring programme for generalist classroom teachers in early childhood school settings in Australia. The study draws on follow-up interviews with mentors, teachers and principals from five of 11 participating schools one year after the programme. This study identifies participant perceptions of enduring outcomes, enduring effective mentoring, and effective mentor qualities. Two researchers undertook thematic analysis independently and conducted iterative discussions to refine the emerging themes. Enduring outcomes for mentors, teachers and students included: (1) music mentoring as collaborative self-development; (2) identification and realisation of individual and collective goals for music teaching; (3) reflection, feedback and joint planning informing learning; (4) integration of music into daily activities, lesson transitions, school culture; (5) creating a community of music practice in and across schools; and (6) improved classroom climate and enhanced student engagement and positive behaviours. Enduring qualities of effective music teaching included: (7) building teacher confidence and competence for music leadership; (8) observation of expert practice as a learning tool; (9) focused feedback informing lesson planning and implementation; and (10) specialised, collaborative workplace mentoring. Enduring qualities of effective music mentors included sensitivity, responsiveness, situational awareness, flexibility, and subject and pedagogic expertise.

O LÚDICO NA EDUCAÇÃO INFANTIL: CONCEPÇÕES E PRÁTICASDOCENTES

This article is a section of a Master's Dissertation and aims to analyze how the knowledge of playfulness in early childhood education is contextualized in teachers' pedagogical practices based on the reality of a municipal early childhood education school. The justification is to reevaluate the pedagogical work, seeking to understand that while educators encounter challenges in developing a playful approach with young children, their practice becomes much more expressive and enjoyable for the children’s school experience. A learning environment where playfulness, creativity, and spontaneity prevail becomes far more conducive to learning. The methodological design was non-experimental, descriptive, cross-sectional, with a mixed approach. It was non-experimental because there was no manipulation of variables or comparison groups. The researcher observes what naturally occurs without interfering in any way. It is a descriptive investigation because it aims to describe the characteristics of a certain population or phenomenon or establish relationships between variables. As for the results, we emphasize that, although there was a comparison regarding the teachers’ years of service, it did not influence the findings. What became evident is that both teachers work with the same goal: to motivate the students’ learning processes through playful tools.

Latino Family Engagement and Student Outcomes in Early Elementary School: Evidence from Two National Datasets

ABSTRACT Family engagement in children’s schooling is important. Research indicates that Latino families often utilize home-based practices (e.g. reading, telling stories, singing, counting) over school-based involvement (e.g. participating in school events and committees, volunteering in the classroom). Using an assets-based approach, the present study considers both school- and home-based forms of engagement for Latino families. Drawing upon data from two large, nationally representative datasets, the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011; N = 4,590) and the Head Start Impact Study (HSIS; N = 1,670), this study seeks to examine national patterns of Latino family school- and home-based engagement in kindergarten, and how such engagement relates to child academic, cognitive, and behavioral outcomes in early elementary school. Descriptive findings show high levels of Latino family participation in a variety of both home-based academic activities and school-based activities. Regression analyses indicate an association between Latino family engagement and child outcomes, most evident in school-based engagement. Implications for educators, schools, and research are discussed.

A systematic review of the effect of sandplay therapy on social communication deficits in children with autism spectrum disorder.

To explore the efficacy of sandplay therapy in intervening social communication deficits in children with autism spectrum disorders (ASD), and whether this efficacy is influenced by the age of the children and the dosage of sandplay therapy intervention. Following the PICOS principle, randomized controlled trials (RCTs) related to sandplay therapy for social communication deficits in ASD children were retrieved from seven databases: PubMed, WOS, The Cochrane Library, Embase, CNKI, Wanfang, and VIP, from the inception of each database to November 10, 2023. Two experimenters independently conducted study screening and excluded studies with concomitant diseases, incomplete data, unextractable data, and non-randomized controlled trials. The PEDro scale was used for methodological quality assessment, and the GRADEprofiler method was employed to evaluate the quality of evidence. Stata17 software was used for meta-analysis, subgroup analysis, sensitivity analysis, and publication bias testing. The standardized mean difference (SMD) and 95% confidence interval (CI) were used as the effect statistics. A total of 12 RCTs (791 cases) were included. Sandplay therapy had a positive impact on the social communication deficits of ASD children [SMD = -1.42, 95%CI (-1.79, -1.04), P < 0.001]. Subgroup analysis revealed that sandplay therapy administered during the early school age (449 cases, SMD = -1.44, P < 0.05), for a duration of 22-28 weeks (208 cases, SMD = 1.69, P < 0.05), and with a frequency of once per week (218 cases, SMD = -1.67, P < 0.05) was most effective in improving on social communication deficits of ASD children. The quality of evidence in this study was rated as high, with good methodological quality, including 12 studies with better quality and no detection of bias risk. The study had high heterogeneity, which was attributed to the measurement tools and intervention duration through subgroup analysis, with no inconsistency found. Additionally, no downgrade factors related to imprecision, publication bias, or indirectness were identified. In conclusion, sandplay therapy is an effective measure to improve social communication deficits in children with ASD, and current evidence recommends early intervention using an individual sandplay therapy or integrated sandplay therapy intervention program once a week for 22-28 weeks, which can serve as evidence-based clinical guidance. www.crd.york.ac.uk, identifier (CRD420234821750).

Longitudinal associations between parents' job characteristics, parenting, and adolescent academic outcomes

AbstractObjectiveThis study sought to understand the prospective relationship between parents' jobs, parenting, and adolescents' subsequent school performance.BackgroundRecent research shows that parents' poor job quality and work–family conflict (WFC) are adversely associated with young people's mental health and socioemotional well‐being, with much less known about impacts on adolescents' academic outcomes.MethodWe used data from a nationally representative Australian cohort study to test a longitudinal model linking parents' job characteristics, WFC, and parenting warmth and irritability in early high school, and adolescents' academic achievement in middle high school. Separate models were run for mothers (N = 2,676) and fathers (N = 2,615), and additional multigroup models examined differences between low‐income and middle‐ and high‐income parents.ResultsFindings suggest that parents' WFC increases parenting irritability, which in turn is adversely associated with academic outcomes, particularly for low‐income mothers. Findings also showed that low‐income fathers' WFC was directly associated with poorer academic outcomes.ConclusionParents' WFC in early high school may affect adolescents' achievement in middle high school, with some risks compounded for low‐income households.ImplicationsThis study is among the first to establish a relationship between parents' WFC and adolescents' academic performance and highlights the importance of parents' job resources in supporting adolescent academic outcomes.

Sprachsensibler Fachunterricht an „Nationalitätenschulen“ in Regionen mit autochthonen deutschen Minderheiten – Modelle und Herausforderungen

Abstract This article deals with so-called “nationality schools”, educational institutions in which the primary language of instruction generally differs from the language of the majority society. Conceptually, this applies to minority schools in regions with autochthonous German minorities, which since the 1990s have tended to develop into schools of encounter, as the proportion of autochthonous native speakers has fallen to a maximum of 5 percent of the student body. This makes the educational institutions, which are often referred to as elite schools, all the more sought-after by the majority society. The social relevance of these schools is based on a pedagogical concept that transcends national borders in education and training and makes international perspectives a matter of course in early school years. It opens up transnational educational spaces in which linguistic diversity and multilingualism are part of everyday life. Subject lessons at these schools are usually taught in the pupils’ second or foreign language and require language-sensitive subject teaching, which requires the teaching and learning of the subject matter, the educational language of the subject and the foreign language German in equal measure (Content and Language Integrated Learning). Various models are presented for locating the language of education, which illustrate the particular importance of linking language and subject learning. Only mastery of the language of education enables difficult and cognitively demanding contexts to be penetrated linguistically and information to be processed. Educational language is therefore an indispensable prerequisite and at the same time a challenge for subject teaching a second or foreign language. The article shows examples of the educational language tools that need to be taught at different levels and provides a possible structuring aid for teachers and learners by discussing the “scaffolding” model.

William Macpherson Fisher, Sidney Spokes, the School Dentists' Society (1898-1921) and early school dentistry.

Before the nineteenth century, there was little dentistry for anyone, let alone children. By the middle of that century, people such as William Macpherson Fisher and Sidney Spokes began to make a difference. Fisher campaigned for children's dental services. Spokes realised the need for similar-minded dentists to congregate, so formed the School Dentists' Society. Both led to vast improvements in dental care for children and conditions of working for school dentists.

The role of socio-emotional security on school engagement and academic achievement: systematic literature review

IntroductionSocio-emotional security and particularly secure attachment relationships with parents and peers have been associated with positive developmental outcomes, including school-related variables. This systematic literature review aims to provide a comprehensive analysis of the literature, exploring the relationship between socio-emotional security (attachment, support, and secure relations with parents and peers) and academic achievement, school engagement, and early school dropout.MethodsThe inclusion criteria were studies with socio-emotional security as the independent variable and academic achievement and/or school engagement as the dependent variable, using a quantitative methodology, written in English. The exclusion criteria were articles presenting literature review or meta-analysis, interventions or instrument validation studies, studies with a qualitative approach, studies developed in an e-learning context, studies with university students, and/or focused on schooling in extreme conditions (e.g., COVID-19). PRISMA guidelines were followed, through a search that resulted in the identification of 38 empirical quantitative studies, published between 2018 and 2022, in English.Results and discussionThe results revealed that parent and peer relationships impact students’ academic achievement and school engagement, as expected, and highlighted the relevance of parental and peer relationships for school-related outcomes. Future research should consider the role of potential mediators and moderators in the relationship between socio-emotional security and school outcomes.

Inclusive education in action: Singapore teachers’ efficacy in early childhood and primary school education

ABSTRACT Despite the increasing number of students with special educational and developmental needs in Singapore, in-service teachers’ efficacy in inclusive practices remained underexplored within this teacher population. This study examined the efficacy of 584 in-service preschools and primary school teachers in inclusive practices. Results showed that while teachers demonstrated moderately high efficacy, preschool teachers’ overall efficacy was significantly higher than that of primary school teachers. Conversely, no significant difference found in efficacy in managing behaviour, indicating that both groups find it equally challenging. The study explored possible reasons for these differences in teacher efficacy across educational levels in Singapore.