Childhood Education Research Research Articles

Research in childhood education: There is much to celebrate

Research in childhood education: There is much to celebrate

A year of varied research in Childhood Education

No abstract available.

Caring about and with Imaginary Characters: Early Childhood Playworlds as Sites for Social Sustainability

We investigate the concept of care in adult-child joint play through two cases that illustrate ways in which the development of care relations among researchers, pedagogues, and children—and the imaginary characters they create through their joint play—shape and sustain early childhood education and care research and practice. We focus on the ways that early childhood education and care pedagogues’ approaches to care provide insights into practices of social sustainability, specifically social inclusion. The cases we present are drawn from recent studies of early childhood play. The studies belong to a corpus of international research projects that are researcher-teacher collaborations. These studies explore a unique form of adult-child joint imaginary play known as playworlds. Playworlds are based on cultural historical theories of development and art, Gunilla Lindqvist’s studies of playworlds, and local theory and practice of early childhood education and care. Our analyses of playworlds are based, in part, on Winnicott’s concept of transitional objects. The two cases are drawn from ECEC playworlds in Finland and the US. Each exemplifies how playworlds, as forms of participatory design research, make social sustainability possible. Furthermore, these cases highlight how, by working with the boundaries between and moving between real and imagined, the participants are able to develop new ways of being that are radically inclusive. We argue that they do so by facilitating and maintaining the development of care relations among researchers, teachers, children, and, importantly, imaginary characters, in ways that create what we call transitional subjects. We conclude that social sustainability, like care, should be conceived of as an ecology of caring practices.

Relational aggression during early childhood: A systematic review

Seminal work on relational aggression in middle childhood began in 1995 and the first study to examine relational aggression in early childhood was published in 1996 in the Journal of Research in Childhood Education. Since then, an abundance of research examining the prevalence of relational aggression during early childhood has been published in over 53 peer-reviewed journals. This review summarises the empirical evidence from these studies. A systematic search of the literature published between 1995 and 2019 identified 106 studies for inclusion. Studies were coded to extract data on participant characteristics, measurement characteristics, the prevalence of relational aggression, dependent variables (psychosocial factors), and research rigor. Results indicate that the prevalence of relational aggression during early childhood has remained stable over the past 25 years. However, we observed considerable heterogeneity regarding the instruments and informants that were used and psychosocial factors that were evaluated in the different studies. Recommendations and consideration are given to future directions in the study of relational aggression during early childhood.

Relationship between Socio-Economic Status, Interpersonal Communication, and School Climate with Parental Involvement in Early Childhood Education

Relationship between Socio-Economic Status, Interpersonal Communication, and School Climate with Parental Involvement in Early Childhood Education

The Implementation of Eating Healthy Program in Early Childhood


 
 
 Eating habits develop during the first years of a child's life, children learn what, when, and how much to eat through direct experience with food and by observing the eating habits of others. The aim of this study is to get a clear picture of the Eating program Healthy, starting from the planning, implementation, supervision, and evaluation as a case study of nutrition education; to get information about the advantages, disadvantages and effects of implementing a healthy eating program for children. This research was conducted through a case study with qualitative data analysed using Miles and Huberman techniques. Sample of children in Ananda Islāmic School Kindergarten. The results showed the Healthy Eating program could be implemented well, the diet was quite varied and could be considered a healthy and nutritious food. The visible impact is the emotion of pleasure experienced by children, children become fond of eating vegetables, and make children disciplined and responsible. Inadequate results were found due to the limitations of an adequate kitchen for cooking healthy food, such as cooking activities still carried out by the cook himself at the Foundation's house which is located not far from the school place; use of melamine and plastic cutlery for food; the spoon and fork used already uses aluminium material but still does not match its size; does not involve nutritionists.
 Keywords: Early Childhood, Eating Healthy Program

Praxis in early childhood research with infants and educators

ABSTRACTAs emerging literature reflects, praxis is an important and useful concept for thinking about the many aspects of early childhood education (ECE) and early childhood research. In this article, I seek to contribute to discussions about praxis in ECE as a valuable concept for meeting the ethical challenges that arise in participatory research involving both infants and educators. I argue that research with infants necessitates particular ethical and transformational thinking and action. Research with infants and early childhood educators adds further complexity, and requires a balancing of ethical considerations for all those involved in the research. Using the theory of practice architectures as both a conceptual and analytical framework, I reflect on how particular cultural-discursive, material-economic, and social-political arrangements shaped (and were shaped by) my research practices while undertaking my doctoral study. I discuss how the practice architectures that prefigured the project enabled opportunities for praxis, and propose theoretical and practical implications.

Proposing Analytic Lens for Exploring Young Children’s Social Worlds as Culturally Dialogic: Bakhtin’s Theory of Language

This theoretical paper proposes Bakhtin’s theory of language as an alternative analytic lens for understanding young children’s social worlds to the mainstream academic field of children’s social competence, which has been predominantly relying on developmental psychology. Based on the overview of chronological history of research on children’s social competence and development, this study shows the recent needs of exploring children’s social lives through a perspective that values children’s agency and helps contextual understandings. Then, this study provides a thorough explanation of Baktin’s theory of language including such concepts as dialogism, hibridization, unitary language, heteroglossia, poetry, novel, and carnivalosque. Finally, applying Bakhtin’s theory, this study presents the implications for the early childhood education practices and research.

Emerging literacy during ‘Day in the Life’ in the transition to school

ABSTRACTThe transition to school, marked by significant moves towards print literacy, is a crucial school-life milestone that can be both exhilarating and daunting. This case study, extracted from an international, quasi-ecological examination of thriving kindergarten children in transition to school films participants, their families, schools and communities during one ‘day in their lives’. We monitored one Canadian child's transaction with her interlocutors as she negotiated a day in her life from arising to bedtime. All literacy-related interchanges were identified, and three exemplary exchanges were selected, analysed and contextualised, applying Cameron and Pinto's [(2009). Day in the life: Secure interludes with joint book reading. Journal of Research in Childhood Education, 23(4), 437–449. doi:10.1080/02568540909594672] taxonomy to: one child/school-teacher, one child/music instructor and one child/parent joint text-reading transaction. Capturing her engagement in meaning-making as she experienced different expectations and interaction styles we examined the continuities/discontinuities supporting her negotiation of those experiences.

Views of childhood and knowledge of children

Views of childhood and knowledge of children

Research Round-up: Journal of Research in Childhood Education, Volume 26, No. 1

Research Round-up: Journal of Research in Childhood Education, Volume 26, No. 1

A quasi-experimental study into the relations between families' social and cultural background and children's crèche experience and global cognitive competence in primary school

This study analysed the role of both sociocultural background and exposure to a crèche on children's development of cognitive competence in Switzerland. Data were derived from a survey on children's cognitive proficiency after enrolment to primary school. Correlations and multiple linear regressions indicate that crèche experience was not related to children's cognitive proficiency when sociocultural background characteristics were held constant, irrespective of duration and intensity of exposure. However, social and cultural background variables were related significantly to children's competence, suggesting that sociocultural disparities begin to affect children's skills early in life. The results are contextualised within the field of early childhood care and education research, and a number of explanations concerning the absence of effects of crèche are discussed. The findings are discussed in terms of implications for policy. They might encourage policymakers to supply socially disadvantaged children growing up in impoverished learning environments with enriched services and special interventions.

Research Round-Up: A Review: Journal of Research in Childhood Education, Vol. 25, No. 4

Research Round-Up: A Review: Journal of Research in Childhood Education, Vol. 25, No. 4

Research Round-Up: A Review: Journal of Research in Childhood Education, Volume 25, No. 3

Research Round-Up: A Review: Journal of Research in Childhood Education, Volume 25, No. 3

Research Round-up: A Review: Journal of Research in Childhood Education, Vol. 25, No. 1

Research Round-up: A Review: Journal of Research in Childhood Education, Vol. 25, No. 1

Research Round-Up: A Review: Journal of Research in Childhood Education, Vol. 24, No. 2

Research Round-Up: A Review: Journal of Research in Childhood Education, Vol. 24, No. 2

Research on Children’s Play: Analysis of Developmental and Early Education Journals from 2005 to 2007

Our review examined four early childhood journals (Early Child Development and Care, Early Childhood Education Journal, Journal of Research in Childhood Education, and Early Childhood Research Quarterly) and four developmental science journals (Child Development, Developmental Psychology, Journal of Applied Developmental Psychology, and Merrill Palmer Quarterly) from 2005 to 2007. Only 57 articles out of over 1,000 (conservative estimate) included the term ‘play’ in the title, abstract or as a key word. Of these 57 articles, only 19 were primarily focused on play, 16 from ECE journals and only three from developmental science journals (Z = 2.43, p < .05). While the ECE journals drew implications for practice, the developmental science journals did not. Seven ECE journal articles dealt with the concept of play in education and four other ECE journal articles covered play and literacy. The findings suggest the need for more careful use of the term play in early education and child development studies and a reevaluation of rationales and methods for its study.

Connecting Classroom Practice and Research: A Review: Journal of Research in Childhood Education, Vol. 22, No. 4, Summer 2008

Connecting Classroom Practice and Research: A Review: Journal of Research in Childhood Education, Vol. 22, No. 4, Summer 2008

Urban‐Rural Literacy Gaps in Sub‐Saharan Africa: The Roles of Socioeconomic Status and School Quality

Urban‐Rural Literacy Gaps in Sub‐Saharan Africa: The Roles of Socioeconomic Status and School Quality

Reading Lessons and Federal Policy Making: An Overview and Introduction to the Special Issue

Previous articleNext article No AccessReading Lessons and Federal Policy Making: An Overview and Introduction to the Special IssueRichard L. AllingtonRichard L. AllingtonUniversity of Tennessee Search for more articles by this author University of TennesseePDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 107, Number 1September 2006 Article DOIhttps://doi.org/10.1086/509523 Views: 99Total views on this site Citations: 11Citations are reported from Crossref © 2006 by The University of Chicago. All rights reserved.PDF download Crossref reports the following articles citing this article:Katherine K. Frankel Remedial Reading Programs: Identification, Instruction, and Impacts of a Separate System for Learning, (Sep 2022): 61–87.https://doi.org/10.1007/978-3-031-08510-9_3Brian Gearin, Jessica Turtura, Edward J. Kame’enui, Nancy J. Nelson, Hank Fien A Multiple Streams Analysis of Recent Changes to State-Level Dyslexia Education Law, Educational Policy 41 (Oct 2018): 089590481880732.https://doi.org/10.1177/0895904818807328Min Sun, Kenneth A. Frank, William R. Penuel, Chong Min Kim How External Institutions Penetrate Schools Through Formal and Informal Leaders, Educational Administration Quarterly 49, no.44 (Mar 2013): 610–644.https://doi.org/10.1177/0013161X12468148Gary E. Bingham, Kendra M. Hall-Kenyon Examining teachers' beliefs about and implementation of a balanced literacy framework, Journal of Research in Reading 36, no.11 (Feb 2011): 14–28.https://doi.org/10.1111/j.1467-9817.2010.01483.x Research Synthesis and Education Policy, (Sep 2012): 170–178.https://doi.org/10.4324/9780203880968-21Amy Noelle Parks, Sarah Bridges-Rhoads Overly Scripted: Exploring the Impact of a Scripted Literacy Curriculum on a Preschool Teacher's Instructional Practices in Mathematics, Journal of Research in Childhood Education 26, no.33 (Jul 2012): 308–324.https://doi.org/10.1080/02568543.2012.684422Terri D. Pigott Generalizations from Meta-analysis, (Dec 2011): 133–141.https://doi.org/10.1007/978-1-4614-2278-5_9 Peter H. Johnston Response to Intervention in Literacy: Problems and Possibilities, The Elementary School Journal 111, no.44 (Jul 2015): 511–534.https://doi.org/10.1086/659030S. Michael Putman, Lawrence L. Smith, Jerrell C. Cassady Moving Beyond Legislation to Create and Sustain Intentionality in Reading Instruction, The Educational Forum 73, no.44 (Oct 2009): 318–332.https://doi.org/10.1080/00131720903166846S. Michael Putman, Lawrence L. Smith, Jerrell C. Cassady Promoting Change Through Professional Development: The Place of Teacher Intentionality in Reading Instruction, Literacy Research and Instruction 48, no.33 (May 2009): 207–220.https://doi.org/10.1080/19388070802251988IRENE W. GASKINS, LINDA D. LABBO Diverse perspectives on helping young children build important foundational language and print skills, Reading Research Quarterly 42, no.33 (Nov 2011): 438–451.https://doi.org/10.1598/RRQ.42.3.10