Environment For Young Children Research Articles

The influence of books' textual features and caregivers' extratextual talk on children's science learning in the context of shared book reading.

During early childhood, reading books with one's caregiver (shared book reading) is a valuable means of supporting learning. Yet, there are gaps in our understanding of the influence of shared book reading on young children's science learning. The current research bridges this gap by examining the pedagogical quality of science books in preschool-aged children's environments and investigating how such books influence children's learning and caregivers' extratextual talk during shared book reading. In Study 1, we coded 60 science books that were readily available in young children's environments within the United States. The books were designed for English speakers and recommended for preschool-aged children. We coded the books for the extent to which they were Coherent (elaborated on facts presented by providing details, examples, comparisons, etc.) and included Embedded Questions. However, many books were low in Cohesion and Embedded Questions and were of low pedagogical quality. In Study 2, we tested thirty-eight 4- to 5-year-old children (55% female, 76% White) and their caregivers in the Southeastern United States. We assessed the influence of books' levels of Cohesion and Embedded Questions and of caregivers' Elaborative extratextual talk during shared book reading on children's science learning. Children learned more from books high in Cohesion, irrespective of levels of Embedded Questions and caregivers' Elaborative Talk. Additionally, children learned more from books high in Embedded Questions when caregivers used more Elaborative Talk. This research highlights the importance that books' textual features and social interactions during shared book reading have in promoting early science learning. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Experiences of Parents with Young Children within Child Friendly Communities

본 연구는 영유아기 자녀를 둔 부모의 지역사회 육아 친화환경에 관한 경험을 심층적으로 분석하는 데 목적이 있다. 이를 위해 C도 3곳의 영유아교육기관에 재원 중인 만 3에서 5세 사이 유아기 자녀를 둔 부모를 연구대상으로 포커스 그룹면담과 개별 심층면담을 통해 분석자료를 수집하였다. 분석결과, 첫째, 영유아기 자녀를 둔 부모들은 지역사회 육아 친화환경을 건강·의료지원환경, 안전주거지원환경, 양육재정지원환경, 공동양육지원환경, 부모-자녀 놀이문화지원환경, 그리고 학습공동체 교육지원환경으로 인식하였다. 그리고 둘째, 이러한 육아 친화환경 구축을 위해서는 지자체 및 국가적 차원에서의 의료·보건, 주거, 양육, 놀이문화, 교육 등 육아를 위한 통합적지원시스템의 활성화가 요구된다고 인식하였다. 이 연구의 결과는 영유아의 육아친화환경 구축을 위한 지역사회 및 국가 연구를 위한 기초자료로 활용될 뿐만 아니라, 관련 연구의 지평을 넓힐 것으로 기대된다.This study examines in depth the experiences of parents with young children that live in child friendly communities. For this purpose, data was collected through focus group interviews and individual in-depth interviews with parents of young children aged between 3 and 5, who attend daycare centers and kindergartens in C city. As a result, first, parents recognized child friendly communities as an important factor for living along with: overal health and medical care, safe residential living, financial support from parents, effective co-parenting, parent-child play culture, and communal education. Second, parents recognized that demanded medical, health, residential environment, parenting, play culture, and communal educational are all important factors that contrivute to establishing child friendly environments and communities. The results of this study are expected not only to be used as basic data for community and national research to help establish child-rearing-friendly environments for young children, but also to expand the horizons of research related to child-rearing-friendly environments.

A mixed methods analysis of environmental and household chaos: considerations for early-childhood obesity research

BackgroundChaos has implications for child health that may extend to childhood obesity. Yet, results from studies describing associations between chaos and childhood obesity are mixed. New approaches to studying the environments of young children may help to clarify chaos-obesity relationships.MethodsWe conducted a concurrent mixed methods analysis of quantitative and qualitative data describing home and neighborhood chaos among a diverse cohort of 283 caregiver-toddlers dyads from Ohio. We examined the underlying structure of environmental and household chaos using exploratory factor analysis then sought to validate the structure using qualitative field notes. We generated total scores for factors of chaos and described their distributions overall and according to cohort characteristics. Additionally, we conducted a thematic content analysis of brief ethnographies to provide preliminary construct validity for our indicators of chaos.ResultsDyads varied according to household composition, income, education, and race/ethnicity. We found evidence for a multi-factor structure for chaos, which included disorganization and neighborhood noise. Household disorganization scores ranged from 0 to 7.3 and were on average 2.1 (SD = 1.8). Neighborhood noise scores ranged from 0 to 4 and were on average 1.1 (SD = 1.1). Both disorganization and neighborhood noise were associated with indicators of socioeconomic disadvantage, such as lower educational attainment and household income. Qualitative data from households with high and low scores on the two identified factors were aligned in ways that were supportive of construct validity and further contextualized the social and material environments in which chaos occurred.ConclusionsChaos represents a complex construct with implications spanning various disciplines, including childhood obesity research. Previous studies suggest challenges associated with measuring chaos may limit the conclusions that can be drawn about which aspect of chaos (if any) matter most of early childhood weight development. We advance the literature by demonstrating chaos may be comprised of conceptually distinct subdomains. Future childhood obesity prevention research may benefit from more contemporary measure of chaos, such as those relying on direct observations that account for a multifaceted underlying structure.

Home Learning Environments for Young Children in the U.S. During COVID-19

ABSTRACT Research Findings: During COVID-19 many countries, including the U.S., implemented stay-at-home policies that closed most schools and childcare centers. This research focuses on the home learning environment reported by parents for U.S. children ages two through nine during the COVID-19 crisis. Parents in the U.S. (N = 162) completed an online survey of multiple choice and short-answer questions about the home literacy and digital environment. All data in this convenience sample were collected during the beginning of the COVID-19 crisis (May 2020). Despite the limited, nonrepresentative sample, these findings provide an initial, mainly descriptive report about the home learning environment during COVID-19. Key findings are related to home literacy and digital activities during COVID-19. Children, regardless of age, engaged in more at-home digital activities during COVID-19 than before. Children in first grade and older increased digital use significantly more than younger ones. There was a significant correlation between frequency of digital usage and home literacy activities. Practice or Policy: Virtual learning opportunities are becoming a reality for even the youngest children in the U.S. This has increased with in-school closures during COVID-19 and may continue as some children return to school. Using digital devices for participating in literacy activities may be an effective means of promoting children’s literacy development.

Vehicular hyperthermia deaths in Indian children: a little recognised mode of fatal injury.

Parked vehicles can create deadly environments for young children who are left unattended. This study was a descriptive analysis to describe circumstances leading to death in children left unattended in parked motor vehicles in India. Between 2011 and 2018, there were 16 incidents that resulted in 28 fatalities across India, mostly in the summer months. The majority of children (19/28) were aged 4-6 years, of whom 25 (89%) gained access to unattended vehicles and became accidentally locked in. Hyperthermia-related deaths are a poorly recognised type of vehicular injury in India; there has been no analysis to describe circumstances leading to such fatalities.

I Want To Know Why

In this article, an early childhood coach and her mentor coach tell one story of their year of joint reflective work together. They follow the topic of outdoor play in birth-to-three and early childhood family-based care programs as it surfaced at the beginning of the year. This inquiry expanded into the coach’s burgeoning understanding of the meaning of experience for very young children, which became a parallel process in the coach’s work with practitioners. Together, the coach and mentor coach describe the ways in which they created a more authentic and meaningful way to think about outdoor time and environments for young children and how Bank Street’s developmental-interaction approach could inform the coach's practice with early care practitioners.

Parent–child interaction effects on autism symptoms and EEG relative power in young children with excessive screen-time

ABSTRACT Excessive exposure of young children to digital devices replaces their active relationships with parents and environmental experiences, and may be it causes children to be neglected and developed in a simple and repetitive environment with little social interaction that can lead to negative outcomes, such as Post-Digital Nanning Autism Symptom in young children. This study consisted of 12 children with autism symptoms (33,33 ± 9.95 months) and excessive screen time. Parents were trained for intensive interaction with their child for two months. The Autism Treatment Evaluation Checklist was administered (pre-, post- and follow-up) to the participating parents. 19-channel EEG data was recorded from children (pre- and post-test). Our result revealed that after the intervention, the severity of autism symptoms (F = 18.40, p < 0.001, η 2 = 0.63) decreased and relative power of delta, theta and beta bands in some channels changed (p ≤ 0.05). These findings highlight the importance of a communicative and high-quality caregiving environment for young children.

Beneficial effects of inclusive preschools on the home environments of young children with and without disabilities

ABSTRACT The purpose of this study is to investigate the home environments of young children with (CWDs) and without disabilities (CWODs) with the aim of identifying the relationships between the development of children and their home environments. The study analyses further, whether inclusive preschools, as an intervention, have an influence on the quality of home environments of both group of children. The study is based on an assessment of the family homes of 61 pairs of CWDs and CWODs, using data gathered through the Home Screening Questionnaire-Turkish (HSQ-T) and the Gazi Early Childhood Assessment Tool (GECAT). The analysis revealed that the quality of the home environments of CWDs and CWODs is significantly different in favour of CWODs and that significant relationships exist between the HSQ-T scores and the language and socio-emotional development scores of the CWDs. A significant relationship was found between only socio-emotional development and home environment of CWODs. In addition, it was found that inclusive preschools influenced the quality of the family homes of not only CWODs but also CWDs.

유아의 위험성 감수놀이를 위한 실외환경의 특성:영국의 유아원을 중심으로

유아의 위험성 감수놀이를 위한 실외환경의 특성:영국의 유아원을 중심으로

Participation in Out-of-Home Environments for Young Children With and Without Developmental Disabilities.

This study examines caregivers' perceptions of participation patterns and environmental supports and barriers for young children with and without developmental disabilities within their child care/preschool and community settings. The Young Children's Participation and Environment Measure (YC-PEM) was completed by 151 parents of Singaporean children (0-7 years old) with and without developmental disabilities. Setting-specific summary and item-level scores of these children were compared using ANCOVA, Mann-Whitney U, and Pearson chi-square tests. Children with developmental disabilities had significantly lower participation and environment summary scores in both settings as compared with children without developmental disabilities (p < .05; [Formula: see text] = 0.03-0.31). Group differences were also evident at the item level, particularly when comparing the percentage of parents who desire change in their child's activity participation. Adequate financial support, public awareness, programs, and services have been identified as environmental factors that are potentially important to parents of children with developmental disabilities.

Peer relationships and internally persuasive discourse

Abstract This study explored Bakhtin's theories of dialogism focusing on the concept of internally persuasive discourse in a group of five 4- to 5-year-old children, when they engage in conversations about the theory of the cello's sound production in a naturalistic preschool setting. The author conducted participant-observation in the conversations with the children, minimizing authority on the flow of conversations to allow internally persuasive discourse among them. The findings of qualitative analyses, based upon the grounded theory approach (Glaser & Strauss, 1967), generated three themes: 1) recognizing new pals that have similar ideas as mine [the child's]; 2) dealing with conflicting ideas between best friends; 3) continuing peer interaction to understand and test different ideas. The current study has implications for an early childhood educator's endeavor to build a respectful and intellectually rigorous classroom environment for young children.

Review: Thinking Critically About Environments for Young Children: Bridging Theory and Practice

Kuh, Lisa P. (Ed.) Thinking Critically About Environments for Young Children: Bridging Theory and Practice. New York City: Teachers College Press, 2014, vi+ 207 pp. ISBN: 0807755451, paperback. US$ 49.95. (Early Childhood Education Series)Centred on the classroom and clearly rooted into Environmental Education in a broad sense, these nine essays by noted scholars and practitioners are based on a simple principle children will learn from the spaces in which they spend time (for better or for worse) (p. 2). Its critical approach is really what makes this book unique and important because very few books ask educators to respond critically to the messages sent to children as a result of the choices adults make in establishing learning environments (Kuh, p. 2). This is a How To book; rather, it is a collection of innovative teaching experiences retold by various researchers, mostly from the United States.Right from the start, Lisa P. Kuh and Melissa Rivard take from Dewey, Montessori (the prepared environment), and Reggio Emilia to introduce salient concepts, dimensions and ideas such as aesthetics and design in the classroom, insisting on the importance of enabling students to and produce (p. 11). This awareness related to beauty can help future adults to appreciate and care for the right from their childhood (p. 27). The second chapter proposes an unusual comparison: the same describes her classrooms over four decades: from 1971, 1973, in the mid-1980s, and in 2005. Finally, Patricia Tarr reminds us that children are very sensitive to their immediate environment, i.e., their classroom, and how it is organised, painted, and furnished; she concludes that in some ways, the environment is the third teacher (p. 45). In Chapter 3, some international comparisons are made, for example with preschools in Denmark, Norway, and Sweden (p. 60). While the first texts concentrated on the indoor, subsequent chapters propose a rethinking of outdoor play in traditional playgrounds but also in new landscaping and even in healthy risk-taking situations (p. 83).In most chapters, the pedagogical dimensions are very strong and always centred on teaching strategies, especially in the sixth chapter, giving much useful advice to teachers who want to maximise the learning experience (for example in the school garden), being aware of obstacles and barriers (competing demands; not having enough time) (p. …

Measure of Participation and the Sensory Environment for Young Children With Autism

Abstract Date Presented 4/18/2015 In this presentation, we provide an overview of a qualitative study completed to establish content validity for the development of a parent-reported outcome measure that assesses the environmental impact on participation in daily activity for young children with autism spectrum disorders.

An investigation into the acoustics of different sized open plan and enclosed Kindergarten classrooms

Open plan classrooms, where several class bases share the same space, have recently re-emerged in Australian primary schools. This study compared the acoustics of four different Kindergarten classrooms: an enclosed classroom with 25 students, a double classroom with 44 students, a linear fully open plan triple classroom with 91 students, and a semi-open plan K-6 classroom with 205 students. Ambient noise levels, intrusive noise levels, occupied background noise levels, and teacher’s speech levels were recorded during different activities. Room impulse responses using logarithmic sweeps were also recorded for different teaching scenarios. From these recordings, signal-to-noise ratios, speech transmission index scores, and reverberation times were calculated. The results revealed much higher intrusive noise levels in the two largest open plan classrooms, resulting in signal-to-noise ratios and speech transmission index scores to be well below those recommended in classrooms with students of this age. Additionally, occupied background noise levels in all classrooms were well above recommended levels. These results suggest students may have difficulty listening and learning in open plan classrooms and teachers are likely to strain their voice. Therefore, open plan classrooms are unlikely to be appropriate learning environments for young children unless high intrusive noise levels are moderated.

Plenary conference: Keys to successful physical activity during childhood

Plenary conference: Keys to successful physical activity during childhood

Thinking Critically about Environments for Young Children: Bridging Theory and Practice by Lisa P. Kuh

 2014 Children, Youth and Environments Children, Youth and Environments 24(3), 2014 Thinking Critically about Environments for Young Children: Bridging Theory and Practice Lisa P. Kuh, Editor (2014). New York: Teachers College Press, 216 pages. $49.95 (paperback); ISBN 978-0-8077-5545-7. It is rare for a book to seamlessly meet both scholarly and practical needs, however Lisa Kuh’s edited book, Thinking Critically about Environments for Young Children: Bridging Theory and Practice, remarkably achieved this aim. The collection of chapters in this book are written from a variety of interdisciplinary perspectives by leaders in the field, and are grounded in scholarship and connect early childhood educators, students, practitioners, and caregivers with educational tools and practical application techniques that focus on school and indoor environments, outdoor spaces, and informal, out of school, and virtual environments. Kuh’s unique contribution of integrating theory, research, and practice makes this book groundbreaking in terms of its application to a diverse audience. Readers are challenged to think critically about issues related to the influence of environments on child development, and are further provided with concepts grounded in theory, as well as transferrable skills, that help educators to prepare optimal environments for young children. Inspiring readers to challenge assumptions and redefine boundaries in their own practice, this book highlights the importance of creating and sustaining optimal formal and informal environments for children through encouraging rich learning experiences. Kuh is stunningly aware and cognizant of the impact of environment, and calls for scholars and practitioners to think both philosophically and practically about establishing meaningful learning environments for children. Her emphasis on philosophy and reflective articulation of goals for children’s environments fundamentally asks, “What contributes to deeper learning?” in a way that considers the whole child, encourages active use of space, and identifies how that space can profoundly influence children’s development. Kuh also challenges teachers and caregivers to become active agents in creating spaces that inspire discovery and deep learning in children. Breaking away from the standard organization and expectations of modern-day learning spaces, the notion of a “learning environment” is broadened to include spaces outside of early childhood classrooms with illustrations of “life-long, life-wide, and life-deep learning” (131) that value children’s unique interests and experiences to embed a love of knowledge, curiosity, and creativity into the learning process. Moving beyond common beliefs about and constraints on young children’s environments, Kuh and colleagues encourage innovation and risk-taking to empower children to learn in enduringly novel ways. In an age where technology prevails in children’s Book Review: Thinking Critically about Environments for Young Children… 240 lives and poses the potential to disengage children with the natural world, this collection is especially timely in terms of addressing the importance of play and outdoor environments. As readers are encouraged to value theory within their learning environments regardless of context, harnessing the potentials of the environment becomes even more accessible as new avenues for children’s learning are uncovered. Kuh speaks to the keen importance of contemplating timeless pedagogical perspectives to enlighten current practice. Reflecting upon the legacies of Dewey, Montessori, and Reggio Emilia, this book applies traditional frameworks to the design of contemporary spaces. Kuh also draws upon leading examples from other cultural perspectives, informing readers of what makes best practice in a variety of learning contexts such as informal and outdoor play spaces, natural playgrounds, gardens, museums, and virtual worlds. An essential contribution of this book is its commitment to scholarship, paving the way for students interested in early childhood education to apply classroom learning to future practice. Grounded in rich theory meant to inform thoughtful practice, students are guided to understand the complexities of what composes rich learning environments. A key theme is understanding the environment as the “third teacher” by using space, materials, and aesthetics to optimize a classroom, playground, or any educational space in ways that educate children organically and interactively. Emphasis is likewise placed upon the importance of child-driven discovery and active learning, creating environments that implicitly communicate particular expectations for children, foster curiosity and collaboration, and immerse children in interactive spaces that cultivate participation and child-directed play. Readers are thus...

幼児が身近な自然と触れ合える環境の整備

幼児が身近な自然と触れ合える環境の整備

The best place to learn

Identifying the key features of a quality learning environment for young children, that best supports their independence and open-ended thinking, should be at the forefront of planning in our settings.

Screen Media and Young Children: Who Benefits?

Since the airing of Sesame Street in 1985, television produced for children has expanded to more television shows and educational media that includes videos, DVDs, and computer products. Viewing screen media is pervasive in the environments of young children, and companies are designing products for our youngest viewers—infants and toddlers. The educational benefits for children, parents, teachers, and music teachers are discussed. The benefits for commerce, however, seem to far outweigh what educational gains might occur for young children.

Clinical Impressions of How Young Children Use AAC at Home and in Child Care Settings: A Canadian Perspective

Abstract Speech-language pathologists, working in a multicultural, community-based environment for young children with special needs in Vancouver, Canada, collected information on 84 clients using AAC from a chart review. The speech-language pathologists collected additional usage information and attended a group interview to discuss barriers and facilitators of AAC. Thirty-one percent of the children were using AAC. Children aged between 16 and 72 months typically relied on multiple modes of communication, including sign, communication boards and binders, and low- and high-tech communication devices. All of the children used at least one type of unaided mode. Fifty-five percent used pictures or communication boards/displays, and 29% used technology with speech output. Similarities in usage of AAC were noted in home and child-care settings with increased use of unaided in homes and a slightly increased use of aided communication in child care settings. Speech-language pathologists reported that the time needed for AAC intervention as well as limited funding for high-tech devices continue to be major barriers. Additional research is needed to describe current AAC practices with young children particularly from minority linguistic and cultural backgrounds. Stakeholder input is needed to explore perceptions of children's usage of AAC in daily life with familiar and unfamiliar communication partners.