Showing papers in "Early Childhood Education Journal in 2013"

The Effect of a Classroom-Based Intensive Robotics and Programming Workshop on Sequencing Ability in Early Childhood

Abstract: This paper examines the impact of programming robots on sequencing ability during a 1-week intensive robotics workshop at an early childhood STEM magnet school in the Harlem area of New York City. Children participated in computer programming activities using a developmentally appropriate tangible programming language CHERP, specifically designed to program a robot’s behaviors. The study assessed 27 participants’ sequencing skills before and after the programming and robotics curricular intervention using a picture-story sequencing task and compared those skills to a control group. Pre-test and post-test scores were compared using a paired sample t test. The group of children who participated in the 1-week robotics and programming workshop experienced significant increases in post-test compared to pre-test sequencing scores.

Division of Household Labor and Marital Satisfaction in China, Japan, and Korea

Abstract: In this study, we compared the association of marital satisfaction with the division of household labor in China, Japan, and Korea. Results revealed that wives’ marital satisfaction was negatively associated with their burden of housework in the three Asian countries, as generally observed in Western countries. However, there were noticeable cross-country differences. Chinese couples were relatively in favor of an egalitarian division of household labor. Japanese couples were supportive of traditional specialization, with wives flexibly shifting their efforts between work outside the house and housework. Korean couples were under pressure from conflicts between the wife’s labor force participation and the traditional division of labor. These findings underscored the importance of the socio-institutional context in the study of marital satisfaction.

College Students and Credit Card Use: The Role of Parents, Work Experience, Financial Knowledge, and Credit Card Attitudes

Abstract: This study examined the influence of parental interactions, years of work experience, financial knowledge, credit card attitudes, and personal characteristics on college students’ credit card behaviors (i.e., number of cards and amount of debt). Based on data collected across seven universities (N = 413), we found that students who had parents who argued about finances, were juniors/seniors, and were comfortable making minimum payments were the most likely to have $500 or more in credit card debt and two or more credit cards. In addition, number of credit cards held was the only dependent variable influenced by gender and fear of credit cards. These results highlight the importance of early interventions in the life of college students including involving parents as positive role models.

Using the Scientific Method to Guide Learning: An Integrated Approach to Early Childhood Curriculum

Abstract: Researchers and practitioners have become increasingly interested in how early childhood programs prepare young children for science. Due to a number of factors, including educators’ low self-efficacy for teaching science and lack of educational resources, many early childhood classrooms do not offer high-quality science experiences for young children. However, high-quality science education has the potential to lay an important foundation for children’s knowledge and interest in science as well as reinforcing and integrating critical language, literacy, and math readiness skills. This paper examines the current research on science in preschool classrooms and provides suggestions on how to teach science that supports children’s development across domains. Using the scientific method to explore science with young children provides a systematic model for engaging children in observation, questioning, predicting, experimenting, summarizing, and sharing results. These processes encourage children’s use of language, literacy, and mathematics skills in authentic ways. Suggestions are provided for teachers to use the scientific method as their guide for generating scientific discovery in their classroom.

Interactive Read-Alouds—An Avenue for Enhancing Children’s Language for Thinking and Understanding: A Review of Recent Research

Abstract: Enhancing young children’s early literacy achievement is a top priority in many countries. There is a considerable body of research demonstrating young children’s language development as a critical factor in reading and later academic success. Implementation of high quality literacy instruction has the potential to improve literacy outcomes for all children, especially those “at risk”. However, a significant challenge has been to implement instruction that will support children’s language for thinking and understanding, rather than narrowly focused instruction on easily quantified code-related skills. This article reviews some of the recent research on the value of interactive read-alouds as an avenue for enhancing early literacy learning for preschoolers. Although there is abundant evidence supporting the practice, there are a number of aspects that interact in dynamic ways to affect the efficacy of read-alouds. They include pedagogical knowledge, book selection, the quality of interactions around books, and developing vocabulary and inferential language skills. The way books are shared may open or close learning opportunities and possibilities to use language for an increasingly wider range of purposes. Skillful teachers can play a significant role in building, refining and extending literacy knowledge, skills and dispositions.

Parental Involvement with Children at School, Home, and Community

Abstract: Previous research has focused on examining the effects of parental involvement on children’s academic achievement. Less attention has been placed on exploring types of parental involvement from parental reports. This study combines in a single analytic framework predictors from earlier studies with parent-based reports of involvement in three venues: home, school, and community. We examine two categories of predictors: social and economic resources, and parent perceptions and experiences with child’s school. Using data from the Parent and Family Involvement Survey, analyses were performed for White, Black, and Latino parents. Consistent with previous findings, our research finds that minority parents are less involved at their child’s school than White parents. No ethnic differences in home or community involvement were found.

An Exploratory Look at the Relationships Among Math Skills, Motivational Factors and Activity Choice

Abstract: This study of a preschool classroom of 4 year old children examines underlying skills of number sense such as counting and spatial skills and Spontaneous Focusing on Numerosity. It also investigates children’s patterns of engaging in spontaneous mathematical activities in free-play activity centers in relation to behaviors associated with classroom achievement such as attention/persistence, self-regulation, perceived math ability, and motivation. A mixed method design with structured empirical measures and naturalistic observations was used. Several data sources were analyzed, including videotaped interviews, systematic observational data, and teacher ratings. Findings indicate that children who spontaneously focus on numerosity are advanced in their counting skills. Teacher rating of motivation and interest is also correlated with counting skills and spatial skills. Teacher rating of persistence is correlated with counting skills and child self-reports of persistence in math correlated with spatial skills. Variability existed in free play activity time, with social or dramatic play the only activity observed for all children. The major math activities chosen were those involving block construction and some computer games. It was noted that students less skilled in math tended to choose less cognitively challenging activities involving small motor tasks rather than more cognitively challenging activities. Using a Vygotskian socio-cultural lens, several suggestions are made about how verbal interactions with teachers and other adults may contribute to children’s cognitive competence in math.

Enhancing alphabet knowledge instruction: Research implications and practical strategies for early childhood educators

Abstract: Alphabet knowledge is consistently recognized as the strongest, most durable predictor of later literacy achievement Recent research offers practical implications for increased effectiveness of teaching alphabet knowledge to young children In this article, we outline Enhanced Alphabet Knowledge instruction (EAK), a method of practical instruction that early childhood teachers can use to organize, plan, and teach the essential skills of alphabet knowledge EAK emphasizes identifying the letter name and sound, recognizing the letter in text, and producing the letter form, through flexible, distributed cycles of review based on factors that influence acquisition of alphabet knowledge

Financial Literacy: Building Economic Empowerment with Survivors of Violence

Abstract: The purpose of this paper is to outline key constructs including financial literacy, economic self-efficacy, economic self-sufficiency, and economic empowerment, and then present findings from an exploratory study that sought to understand the relationship among these variables in a sample of abused women The results revealed positive and significant relationships between financial literacy with economic empowerment, economic self-efficacy and economic-self sufficiency Results also indicated that financial literacy, race, and economic self-sufficiency were significant predictors of economic empowerment By focusing this research on abused women, it is our intention to raise awareness about the importance of financial literacy curricula with advocates, policy-makers and researchers, so more focus can be given to economically empowering IPV survivors

The United States Economic Crisis: Young Adults’ Reports of Economic Pressures, Financial and Religious Coping and Psychological Well-Being

Abstract: Using a sample of 222 young adults attending college, the present study examined the relative contribution of young adults’ perceived economic pressures, financial coping and religious meaning-making coping strategies in accounting for variation in their reports of psychological well-being within the context of the United States economic crisis. Results suggest a direct relationship between perceived economic pressure and psychological well-being such that young adults who reported having to make more economic adjustments as a result of economic crisis also reported higher levels of depressed mood and anxiety. Young men and women who reported having to make fewer economic adjustments and being able to meet their material needs reported higher levels of life satisfaction. Regardless of young adults’ self-reported level of economic pressures, the use of education and communication financial coping strategies was related to lower levels of self-reported anxiety and depressed mood and greater life satisfaction. Viewing the financial crisis as a punishment from God was generally associated with young adults’ reports of greater depressed mood and less life satisfaction. Implication of findings for research and practice are discussed.

Teachers’ Commitment to the Field and Teacher–Child Interactions in Center-Based Child Care for Toddlers and Three-Year-Olds

Abstract: Defining teacher characteristics that are associated with effective teaching continues to be a challenging task for the field of early care and education. Much of the research examining classroom quality has focused solely on teacher characteristics such as education and experience; However, teachers’ commitment to the field of early care and education defined as including job satisfaction, perception of the job as a long-term career, education level, years of experience, and membership in a professional organization may be an important characteristic to consider in teachers’ interactions with children in the classroom, especially teachers of very young children. Using the NICHD Study of Early Child Care data at 15, 24, and 36 months, the present paper examines characteristics of early childhood teachers’ commitment to the field and the assessed quality of teacher–child interactions in the classroom. Results indicate that overall, these characteristics significantly predict the quality of teachers’ emotional and cognitive support provided to children as measured by the Observational Record of the Caregiving Environment (ORCE). Characteristics of commitment to the field were stronger predictors of the cognitive support than the emotional support teachers’ provide in classrooms. The current work provides important information to consider in discussions of how characteristics of early childhood teachers influence their interactions with children in classrooms.

Responses to Economic Pressure by Low-Income Families: Financial Distress and Hopefulness

Abstract: Based on Boss’ family stress model, the study examined whether financial adaptations and locus of control mediated levels of financial distress and hopefulness for low-income consumers experiencing economic pressure. Data were collected online from 221 low-income, Midwestern consumers. Structural equation modeling explored relationships. Those reporting more economic pressure reported higher financial distress, less hopefulness. When locus of control was more internal, however, participants reported less financial distress and more hopefulness. Those making more financial adjustments had more financial distress, but also more hopefulness, indicating that while the current situation was grim, adaptive responses fostered hopefulness that things would improve. Educators can emphasize financial behaviors that improve financial outcomes, facilitating greater perceived control over finances, more hopefulness, and reduced financial distress.

Multimodal Children’s E-Books Help Young Learners in Reading

Abstract: Many children struggle with reading and are seldom engaged in this process when teachers assign them to read. Young learners may lack motivation to read an dislike this activity because they have had frequently have unpleasant experiences with reading. If educators fail to provide support for struggling readers, these pupils will likely experience academic problems in later years. One strategy that instructors can implement to provide help for students who perform poorly in reading is to teach reading with multimodal e-books. Multimodal e-books are interactive electronic resources that combine text with sound, animation, and images and often include text that is read aloud and highlighted. The purpose of this article is to discuss how teachers can use multimodal e-books to help children make academic gains in reading and to provide guidelines for selecting good interactive e-books. Also included in this article is an annotated bibliography of CD-ROMs and e-book apps for children.

Assessment in the Kindergarten Classroom: An Empirical Study of Teachers’ Assessment Approaches

Abstract: Within the current accountability framework of public education, kindergarten teachers face the challenge of balancing traditional developmental programing and current academically oriented curriculum. Central to this challenge is teachers’ uses of assessment to measure and communicate student learning in relation to their curricular stance. The purpose of this study was to provide an in-depth examination of three teachers’ approaches to assessment within the current context of kindergarten education in order to elucidate potential approaches to bridging developmental and academic demands. Based on data collected from teacher interviews and classroom observations, three profiles are constructed that link focal teachers’ curricular stances with their approach to assessment. The paper concludes with a discussion on assessment within kindergarten education and areas for future research in the field.

Contextual and Dispositional Coping Resources as Predictors of Work–family Conflict and Enrichment: Which of These Resources or their Combinations are the Most Beneficial?

Abstract: This study examined contextual (support, control at work/home) and dispositional (personal coping strategies) coping resources as predictors of work-family conflict (WFC) and work-family enrichment (WFE) by using the data from Finnish health care and service employees (n = 1,956). The contextual coping resources related more strongly to WFC and WFE than the dispositional ones. The contextual home-related coping resources (spousal support, sense of control) also predicted most WFC and WFE from home-to-work, whereas the work-related coping resources (co-worker, managerial support, sense of control) mattered most in the work-to-home direction. Moreover, a combination of high contextual coping with high dispositional coping showed the most positive outcomes (low WFC, high WFE).

From the Reading Rug to the Play Center: Enhancing Vocabulary and Comprehensive Language Skills by Connecting Storybook Reading and Guided Play

Abstract: This article explores the preschool teachers’ use of concrete and abstract comments and questions within the classroom contexts of storybook reading and guided play to promote classroom conversations. Early childhood educators promote oral language development by creating a language-rich environment in which children become active participants in classroom dialogue. Teachers must intentionally plan and scaffold this learning through interactive storybook reading and storybook extensions using props through guided play. This article provides examples of the types of comments and questions that can serve to model and facilitate children’s vocabulary and comprehensive language development and subsequent literacy skills.

Korean-Immigrant Parents’ Support of Their American-Born Children’s Development and Maintenance of the Home Language

Abstract: This study explores Korean-immigrant parents’ language ideologies and practices with respect to their American-born children’s language development. Participants were seven ethnic Korean families composed of immigrant parents and their American-born children, aged between five and seven, in Midwestern America. Interviews in the medium of Korean with the parents, and naturally-occurring family conversations during a meal time, reading time, and play time were audio-recorded and analyzed. The findings suggest that Korean-immigrant parents have a strong desire to pass on their mother tongue to their American-born children, largely derived from their language barrier, and perception of language as an identity marker and socio-economic capital in case they return to Korea for familial obligations and economic opportunities, which represent the context-specific nature of family language policy. Language strategies, such as parental feedback and language-mixing, serve as a catalyst for the implementation of family language policy on the levels of functions, forms, and teaching of the Korean language for Korean-American children’s bilingual development.

What Helps Working Informal Caregivers? The Role of Workplace Characteristics in Balancing Work and Adult-Care Responsibilities

Abstract: Population ageing and expected labour shortages mean that successful reconciliation of adult care and paid work is becoming a key issue for employers, employees and frail older people alike. Based on the detailed workplace-related variables in the fourth European Working Condition Survey, we examined differences in levels and determinants of carers’ and non-carers’ role conflict and one of its outcomes, absenteeism. We found caregivers to exhibit higher levels of perceived work–family conflict. Work schedules and time regimes affect carers’ and non-carers’ work–family conflict alike. However, good friends at work and work overload have a larger impact on carers’ work–family conflict. Furthermore, we found indications for a trade-off between perceived work-to-family conflict and absenteeism via workplace policies.

Disparities in Healthcare Utilization in China: Do Gender and Migration Status Matter?

Abstract: Using a multi-stage cluster sampling approach, we collected healthcare and demographic data from 531 migrants and 529 local urban residents aged 16–64 in Shanghai, China. Logistic regressions were used to analyze the relationship between gender-migration status and healthcare utilization while controlling for predisposing, enabling and needs factors. Other things equal, female migrants and male locals had significantly lower actual healthcare utilization rates, compared to female locals. Female migrants were more likely to report “no money” as a reason for not seeking care, while male locals were more likely to report “self-medication” as a reason. Considering established gender differences in healthcare utilization, we conclude that female migrants as a group face the most healthcare access barriers among all groups.

Job Satisfaction Among Jordan’s Kindergarten Teachers: Effects of Workplace Conditions and Demographic Characteristics

Abstract: The main objective of this study was to examine the job satisfaction levels of Jordanian kindergarten teachers in relation to work-related dimensions and socio-demographic variables. The sample consisted of 264 randomly selected teachers working in private kindergartens in Amman. To meet the study’s objectives, a two part questionnaire was developed soliciting information about (1) teachers’ age, marital status, and level of education, and (2) level of satisfaction with the physical environment, school relations, working conditions, children’s behavior, and parent participation. The findings of this study revealed that Jordan’s kindergarten teachers experience an overall average level of job satisfaction. While teachers were highly satisfied with their kindergarten classroom physical environments and their relationships within the school, teachers reported average satisfaction levels with their working conditions, children’s social behaviors, and parent participation. Significant relations were found between teachers’ personal-related dimensions and job satisfaction. Several recommendations are made including a call for regulating the working conditions in the kindergarten private sector in accordance with existing international policies that promote teachers’ job satisfaction.

A Professional Development Program to Improve Math Skills Among Preschool Children in Head Start

Abstract: The purpose of this study was to examine the effects on four-year-olds’ knowledge of mathematics by introducing professional development and center-based mathematics activities around four mathematical domains to early educators’ teaching in Head Start programs. Because of the need to provide necessary mathematical experiences to young children to improve their early understanding and skills and provide the foundation for future success in mathematics, we provided the treatment group of early educators with professional development and center-based activities to promote four critical areas in mathematics. By randomly selecting Head Start centers to participate as the treatment group or control group, we were able to examine the effects of the professional development and set of activities on preschool children’s knowledge over a six-month period. We found children in the treatment group were more fluent and flexible with number concepts, were better at solving contextual problems, and had better measurement and spatial abilities than children in the control group.

Interactional Associations of Gender on Savings Behavior: Showing Gender’s Continued Influence on Economic Action

Abstract: This study looks at how gender relates to a critical economic behavior—savings activity. We start with the proposition that gender is not merely an additional variable to explain savings choices. Gender is the primary type of social categorization in the U.S. today. Therefore, other variables will be differently relevant to savings depending on gender. We use a national survey, the 2006 Economic Decision Making Survey conducted by Michigan State University’s Institute for Public Policy and Social Research, to examine the proposition. Basic frequencies reveal nonsignificant differences in savings participation across gender, but regression analysis including interactions of gender with other key variables reveals that multiple aspects of individuals’ lives are influenced by gender to predict savings plan participation.

Storytelling Dramas as a Community Building Activity in an Early Childhood Classroom

Abstract: Healthy social-emotional development is promoted by building a safe, secure and respectful environment in an early childhood setting with positive and consistent relationships among adults, children, and their peers. This study explored storytelling dramas as an opportunity to build community within the context of one early childhood classroom. The study was a qualitative, interpretive analysis of 20 videotaped storytelling drama sessions containing approximately 100 stories told by children in one preschool classroom over a 6-month period. Videotapes of the 20 storytelling sessions were analyzed for patterns and themes that may represent community building within the context of one preschool classroom. Qualitative methods were used to identify themes that emerged from the videotaped data. Triangulation across investigators, time, and methods enhanced trustworthiness of interpretations. Results showed that the storytelling drama activity provided opportunities to promote community building through four emerging themes: (1) individual roles, (2) group membership, (3) inclusion, and (4) relationship building. Storytelling dramas provide teachers with an easy to implement teaching strategy that builds community and aligns with current early childhood education quality standards and child development theory.

Religion and Child Health: Religious Affiliation, Importance, and Attendance and Health Status among American Youth

Abstract: This study examines the relationship between religious affiliation, importance of religion, and frequency of church attendance and the reported overall health status and psychological health of children and adolescents by age group (6–11, 12–15, and 16–19 years old), using national data from the Child Development Supplement to the Panel Study of Income Dynamics. Controlling for child’s initial health, individual and family demographic characteristics, and socio-economic status, differences were found by age and measures of religion and health. Probit analysis revealed a generally positive and statistically significant association between religion and health, especially for the psychological health of children ages 12–15. Mitigating the issue of selection bias on observable characteristics, the Propensity Score Matching analysis generated similar positive associations between religion and child health. These findings are consistent with the corresponding literature on adults.

Decision Making Clusters in Retirement Savings: Gender Differences Dominate

Abstract: This study explored the impact of demographic factors on individuals’ investment choice decisions in retirement savings funds. Analysis found identifiable member clusters across a large and diverse sample of almost 150,000 transactions. Results suggested that gender and risk are the most dominant factors with women showing a strong tendency to make lower risk investment choices. If this behavioural tendency is not addressed through education it will accentuate the hurdles women already face in accumulating adequate saving for retirement.

Improving Instructional Practices, Policies, and Student Outcomes for Early Childhood Language and Literacy Through Data-Driven Decision Making

Abstract: Since the passage of No Child Left Behind, data-driven decision making has become one of the central foci in schools in their attempt to attain and maintain adequate levels of student academic performance. The importance of early childhood education is well established with language and literacy proficiency in the early years being viewed as a leading indicator in children’s educational development. It provides schools with the initial signs of progress towards academic achievement. In this article, a conceptual framework for improving instructional practice and student outcomes in early childhood language and literacy through data-driven decision making was described. Four questions served as the structure around which the conceptual framework was built. These questions include (1) Why do data need to be collected? (2) What kinds of data need to be collected? (3) How are the data collected? (4) How are the data used for making decisions? Responses to these questions serve as tenets for guiding the decision making process.

Fertility Intentions, Career Considerations and Subsequent Births: The Moderating Effects of Women’s Work Hours

Abstract: Prior research indicates a negative relationship between women’s labor force participation and fertility at the individual level in the United States, but little is known about the reasons for this relationship beyond work hours. We employed discrete event history models using panel data from the National Survey of Families and Households (N = 2,411) and found that the importance of career considerations mediates the work hours/fertility relationship. Further, fertility intentions and the importance of career considerations were more predictive of birth outcomes as women’s work hours increase. Ultimately, our findings challenge the assumption that working more hours is the direct cause for employed women having fewer children and highlight the importance of career and fertility preferences in fertility outcomes.

Exploring the Lived Experiences of Homeless Families with Young Children

Abstract: This study researched the experiences of homeless families with young children between the ages of four and eight. Many families experience homelessness every year; therefore, it is important for early childhood educators to have an understanding of how homelessness affects families with young children so that educators can effectively serve the needs of homeless families as they seek to find more permanent situations for themselves and their young children. Many early childhood educators may not understand how homelessness affects young learners. This research sought: (1) to understand reasons families with young children become homeless; (2) to become aware of beneficial resources available to families and their perceptions of the resources; (3) and to examine the developmental effects that homeless living situations can have on young children. The outcomes of this study will be used to inform early childhood educators about practices as they seek to serve young children ages four to eight living homeless. Research suggested common themes as to why and how parents and young children are affected by homelessness.

Technology User Groups and Early Childhood Education: A Preliminary Study

Abstract: This article presents a preliminary examination of the potential of Technology User Groups as a professional development venue for early childhood education professionals in developing operational and functional competence in using hardware and software components of a Technology toolkit. Technology user groups are composed of varying numbers of participants having an interest in technology, and are led by one or more skilled facilitators who meet with participants across time to help them acquire and demonstrate new technology skill sets. A series of these groups were conducted with seven early education professionals serving young preschool children who were at risk or who had disabilities. The impact of these technology user groups was examined using self-reports subsequent to individual participation. Specific data were collected regarding the types of technologies that had been used, and the types of classroom instructional products that had been created and implemented in classrooms using the technologies. A discussion of the value of technology user groups is presented.

Moving Toward Teamwork Through Professional Development Activities

Abstract: This qualitative study of three Head Start Centers analyzed surveys, interviews, and focus group data to determine how education coordinators, teachers, and teacher assistants believed professional development activities could support teamwork at their centers. The researchers sorted data related to teamwork into four categories: knowledge and understanding of teachers’ trajectories, how teachers referred to one another, frequency and quality of communication, and evidence of shared philosophy. A climate of trust, respect, open communication and clear organization emerged as important for the risk taking necessary for teachers to learn together. This climate depended on leadership that was willing to take on challenges, innovate, and make room for teacher autonomy. Teamwork thrived in a program that purposely built relationships among staff through opportunities for communication, the development of a shared philosophy, and the possibility of being known and feeling known by colleagues and supervisors. When administrators solicited and used teachers’ feedback about professional development, the teachers felt themselves a valued part of the teaching community.