Journal of Childhood, Education & Society (JCES)
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162 research outputs found
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Unintentional injuries at home and in the preschool setting: Greek ECEC professionals’ and preschoolers’ parents’ knowledge and attitudes towards first aid
Full text linkAlthough safety of home and preschool setting is a key quality indicator of the two main environments in which preschoolers spend most of their day, most unintentional injuries during early childhood take place in these two settings. Thus, despite the frequency of accidents during early childhood, scarce research has explored both the epidemiology of childhood injuries and the knowledge and attitudes of ECEC professionals’ and preschoolers’ parents towards first aid. Acknowledging this gap in literature, the present study aimed at exploring 74 Greek ECEC professionals’ and 213 preschoolers’ parents’ knowledge and attitudes towards first aid. In addition, the study aimed at mapping the most frequently occurring accidents both at home and at preschool, as well as the places withing these two settings where most of the accidents happen. Results of the present study indicate that although participants have positive attitudes towards first aid, and most of them have been trained in first aid, their knowledge of handling accidents and other health related issues is limited. In addition, the results showed accidents rarely happen at home and at preschool. The accidents that have been reported to occur take place during children’s free play. The most common places where accidents occur are in the living room and the kitchen. The results highlight the need for frequent training both for parents and ECEC professionals, for intersectoral collaboration between health and education organizations to design interventions and for awareness raising campaigns
We didn\u27t know it was that bad: Unearthing parent perspectives on Universal Pre-K policy
Full text linkFamilies are the ultimate recipients of the effects of policy, but seldom get a seat at the policymaking table. This study investigated how parents perceive the impacts of unequal teacher compensation policies on New York City’s (NYC) Universal Pre-K (UPK) expansion. Utilizing Bronfenbrenner\u27s (1979) ecological systems theory and Schneider and Ingram’s (1993) theory of social construction and policy design to create a rich conceptual framework, this qualitative study analyzed parents\u27 voices through document and social media discourse analysis expanding from 2014 to 2021, and semi-structured interviews (n=15). Participants reflected the demographic diversity found in NYC, the largest school system in the country. The data analysis occurred in three sequential stages: (a) content analysis of documents, (b) thematic analysis of interview data, and (c) compilation of findings from these analyses to draw comprehensive conclusions. Findings revealed that while parents had limited engagement with policy, they were able to articulate the detrimental effects of compensation policies—particularly the effect of teacher turnover on their daily lives—with a disproportional effect on parents of racially minoritized backgrounds or living in low-income neighborhoods. The rich interviews unearthed the dissonance between the policy’s intent and its effect on perpetuating racial and socio-economic biases. Recommendations for advocacy and engagement are provided
The effect of Philosophy for Children (P4C) activities on the development of moral perception and social rules of preschool children
Full text linkThe purpose of the study was to examine the effects of P4C implementations on children\u27s perceptions of moral and social rules. The study was carried out with a total of 48 children aged five years old, 23 of them in the experimental group and 25 of them in the control group, attending a public school in the 2023–2024 academic years. A quasi-experimental design was used in the research, and the fully mixed sequential equal status design, one of the mixed research typologies, was applied. The Preschool Children\u27s Conceptions of Moral and Social Rules Scale was applied in the quantitative dimension of the research, and observation, interviews, and anecdotal records constituted the qualitative data collection dimension. Briefly, after the implementation process, the experimental group\u27s perception of moral and social norms improved. In the current study, a substantial difference between the children\u27s moral rule and social rule perceptions after the P4C sessions was discovered when the experimental group\u27s moral rule and social rule perception scale scores were analyzed before and after the implementation. A noticeable improvement in cognitive and social-emotional development was seen. It was determined that positive behaviors improved, particularly in moral situations requiring tolerance, in the experimental group. The study came to the conclusion that teaching children philosophy helps them enhance their critical thinking skills
Drama-based pedagogy for preschoolers: A narrative inquiry of Nepali educators
Full text linkDrama-based pedagogy has become a widespread approach in early childhood education worldwide. However, in the context of Nepal, drama-based pedagogy is a new concept in early childhood education, as conventional teaching is highly influential in pedagogical practices. This study explores the early-grade teachers\u27 understanding of drama-based pedagogy, privileges, and challenges. This study subscribes to narrative inquiry as a method and social constructivism and experiential learning as theoretical referents to present the stories of two early-grade teachers of a private preschool in Lalitpur, Nepal, regarding their experience of knowing and using drama-based pedagogy in the classroom. Data was collected through in-depth interviews with the participants and analyzed using themes—drama-based pedagogy for conceptual-building, drama-based pedagogy for holistic development, and time constraints as a hindrance in drama-based pedagogy. The study argued that drama-based pedagogy supports holistic development and strong conceptual building in early graders. Thus, it enhances their cognitive, psychomotor, socioemotional, and language skills. However, this study also revealed that teachers find time constraints significantly hinder practising drama-based pedagogy. Despite the challenges, this study strongly recommends using drama-based pedagogy for meaningful engagement of early graders
Silent and oral reading methods on improving English reading comprehension among generation alpha pupils
Full text linkReading comprehension enables each child to make meaning of the world. Therefore, it is important to develop this during the child’s primary years in school. Using ex post facto design, this study investigated the effects of reading methods on English reading comprehension of randomly selected 75 Grade 2 pupils in a private school in the Philippines. The scores of pupils who read two comparable narrative passages in oral and silent were compared. Paired t-test results revealed a significant difference between oral reading and silent reading. Silent reading had a greater positive effect on the comprehension of the pupils. Likewise, it was the most preferred reading method among the respondents. Focus group discussion with English teachers\u27 results suggested that silent reading was preferred specifically because it helps in understanding the story better, remembering words, and concentrating given its quiet and peaceful nature. It is recommended that teachers employ sustained silent reading classroom practices such as Silent Reading Activity (SRA) Reading Laboratory, Genuine Love for Reading activities through the Four-pronged approach, and Drop Everything and Read time. These methods will help to support the reading needs and preference of the generation alpha pupils and to further strengthen the positive effects of silent reading on improving their reading comprehension
Engagement of science process skills for teaching science concepts in early childhood
Full text linkThis study aimed to explore how early childhood teachers engage science process skills for teaching science concepts in early childhood settings. Social constructivist theory was employed as the guiding framework for this study. Four Grade R teachers were purposefully selected and engaged through qualitative research methods. Data generation was informed by semi-structured interviews, classroom observations, and document analysis. Thematic data analysis was used to unpack the aim of the study. Results reveal that the low engagement of science process skills by participants was strongly influenced by their limited knowledge of content and science process skills when teaching the concepts. This finding implies that the training of early childhood teachers needs to improve and be supported with continuous development programs. This finding may inform teacher training programs and curriculum development efforts geared toward improving science education in the crucial early years of a child’s academic journey
Frequency and duration measurements of children’s outdoor free play: A Scoping review
Full text linkOutdoor free play encompasses unstructured, self-directed play in the outdoors and has been shown to support children’s health and development. Accurate and reliable measures are required to conduct research on children’s outdoor free play and examine cross-sectional and longitudinal variation. This study systematically reviews and evaluates measurement approaches for children’s outdoor free play used in existing literature. A scoping review was conducted to identify English-language peer-reviewed and grey literature that included measurements of the occurrence, frequency or duration of outdoor free play with children aged 2 to 17 years old. Studies were excluded if the outdoor free play measure included structured settings or activities, or focused on a specific location or play activity. Quantitative and qualitative content analysis was used to consider outdoor free play terminology, definition, and operationalization; positioning in relation to other variables and the topic of interest; and data collection context. A total of 4,860 unique studies were identified. After screening and full-text review, 184 papers were taken forward for analysis. Parent-recall questionnaires were used in 70.1% of included studies to measure outdoor free play, often using a single question to capture the variable. A lack of differentiation between outdoor play emanating from structured and unstructured settings was common, as was limited consideration of contextual factors such as season, school or non-school days, and time of day. The implications of existing approaches to measuring children’s outdoor free play and the need for valid and reliable measures to further research examining children’s outdoor free play are discussed
Professional occupational activities and functions of Greek infant-toddler educators: Roles and responsibilities
Full text linkDuring the last years, infant and toddler practice is receiving increased attention at the policy level. Yet, little is known about what infant/toddler practice entails and how educators working with children of this age group view their role and professional identity. The present mixed methods study aims at filling the research gap on what the professional identity and the work of infant and toddler educators entails, what are the characteristics that constitute an infant/toddler educator professionally and on the extent to which they are well prepared to perform their multi-dimensional role. 51 Greek infant/toddler educators responded to an online questionnaire which included close and open-ended questions. Results reveal that the role of infant/toddler educators is complex and multi-faceted and that infant/toddler educators spent most of their time in education and care practices rather than managerial practices. In addition, results highlight that care moves beyond narrow definitions that include routines, to a broader image of care which involves educational and relational aspects. Divergences between practices adopted in infant and toddler classrooms have also been revealed. The results highlight the need to further explore infant and toddler educators’ voices about their role, professional identity and work
Describing the play of three-year-old children in the home context
Full text linkThis study examines play in the Finnish home context by specifically concentrating on the forms of play, quality factors of play and social nature of play. It is of particular interest to study play especially of three-year-olds, because the research on play for this group, in home environment is scarce especially in the Finnish context. This study is part of longitudinal, multidisciplinary study (STEPS) and is based on the responses from 921 families who answered the questionnaires both at the study recruitment point and at three years. The data were gathered during the years 2011–2013 for the first time ever from the Finnish home context and are a basis for research to be done later. There is a need for this kind of descriptive and identifying study to understand play in the home context. The results suggest that play, and especially playing outdoors, had a strong position in children’s lives. Some forms of play were clearly gender-based and some demographic factors had a connection to the social nature of play. In addition, the level of participation in early childhood education and care was associated with play. No earlier studies have been conducted on the associations between participating in ECE and an increase in the sociability of play in the home context. Participating in ECE expands children´s social network and promotes possibilities to form friendships. In public discourse, the need to increase children\u27s participation in ECEC has been strongly emphasized. This research supports these views
Leading in times of uncertainty: Early childhood directors navigating the COVID-19 pandemic
Full text linkEarly childhood (EC) directors played a critical role in the successful operation of childcare centers during the COVID-19 Pandemic. Directors were responsible for adhering to health and safety protocols and caring for the well-being of their staff, children, and families. Due to the need to remain open for other first responders’ families, Directors were challenged with fluctuating numbers of staff and children, and in other cases, they were tasked with transitioning their programs online to serve children. This study examines 10 US EC Directors’ perspectives and leadership experiences during the Pandemic. From interviews with the participants, themes emerged to illustrate how EC Directors utilized adaptive leadership skills and strengths-based leadership. Findings from this study are beneficial not only to understand how EC Directors led during the Pandemic, but also which skills, resources, and supports are necessary for future times of crises and challenging times. This article offers recommendations for researchers, policymakers, and other decision-makers on how best to support EC Directors in future times of uncertainty