Journal of Childhood, Education & Society 2020-10-19T12:55:03+00:00 Mehmet Toran Open Journal Systems <p>Journal of Childhood, Education &amp; Society is a double blind peer review journal which accepts research and review articles in English.</p> Teachers' perceptions of integrating kindergarten and first-grade primary school language curricula 2020-10-19T12:55:03+00:00 Zoi Apostolou Nektarios Stellakis <p>The purpose of this research paper is to investigate the perceptions of kindergarten teachers and first-grade primary school teachers on the integration of kindergarten and first-grade of primary school language curricula. This research is part of a broader study of the relation between natural/early and conventional/school literacy, the teachers' perceptions of the possibility of integration of language curricula, as well as practices resulting from the study of curricula. The data were collected through a questionnaire sample of 326 kindergarten teachers and 306 teachers who were teaching at the time of this study the first-grade of primary school in two Greek prefectures. Research data has shown that first-grade teachers appear to be more positive than kindergarten teachers towards integrating the two curricula. Both kindergarten teachers and first-grade teachers seem to partially agree with the creation of a curriculum with common goals and objectives. Nevertheless kindergarten teachers appear more hesitant, expressing their concerns and fears of a potential “schoolarization” of the kindergarten.</p> 2020-07-28T00:00:00+00:00 Copyright (c) 2020 Journal of Childhood, Education & Society Silence and its mechanisms as the discursive production of the ‘normal’ in the early childhood classroom 2020-10-19T12:55:03+00:00 Karen Watson Zsuzsa Millei Eva Bendix Petersen <p>In this paper, we aim to better understand and trouble the discursive (re)production of what is taken as the ‘normal’ in ‘inclusive’ early childhood classrooms. We do so by exploring the practices of the ‘including’ group, the so-called ‘normal, in relation to or in the presence of those who are variously labeled as ‘non-normal’. We highlight those mechanisms that are associated with silence and taboo, and through which the including group produces and maintains itself. We present data produced during a six-month ethnographic study in three early childhood classrooms in Australia. Using the notion of category boundary work in the analysis, we illuminate the practices of silence: ‘ignoring’, ‘moving away’, ‘turning away’ and ‘keeping silent’ through which children undertake the category work of the ‘normal’. The effect of this category work, we argue, is that disability or the diagnosed subject becomes ‘the elephant in the room’, strongly present but avowedly ignored. We draw out some considerations for practice in the concluding part of the paper.</p> 2020-07-28T00:00:00+00:00 Copyright (c) 2020 Journal of Childhood, Education & Society Promoting self-regulated learning in preschoolers 2020-10-19T12:55:03+00:00 Lisa Jacob Manuela Benick Sandra Dörrenbächer Franziska Perels <p>Self-regulated learning (SRL) is important for a person's school career and their later academic success, and it should therefore be fostered as early as possible. Nevertheless, research focusing on the promotion of SRL in preschoolers is limited. The present study aims to examine the efficacy of an SRL intervention based on a longitudinal control-group-design for preschoolers (direct-level intervention) and their kindergarten teachers (indirect-level intervention). The SRL intervention took place in either a) an autonomous learning environment, where SRL learning strategies were practiced with no special focus on the stimulation of communicative abilities or b) in a social-interactive learning environment, where SRL learning strategies were practiced while communicative abilities were stimulated. The sample consisted of 189 preschoolers (49.5% ♀, 50.5% ♂, mean age: 5.6 years, <em>SD</em> = .47 years) and 30 kindergarten teachers. SRL and general self-regulation ability (gSR) served as performance measures. The results of the paired t-tests revealed an increase in SRL and gSR for preschoolers irrespective of the condition, while a group-differential intervention benefit for preschoolers (i.e. direct-autonomous or direct-interactive intervention) could not be confirmed by the applied repeated measures ANOVA and contrast analyses. Further, we did not find any substantial benefit from teacher intervention (i.e. indirect intervention) analysed by non-parametric Wilcoxon test. This unexpected result is discussed in light of methodical considerations. Nevertheless, the study provides important implications for future intervention studies.&nbsp;</p> 2020-07-28T00:00:00+00:00 Copyright (c) 2020 Journal of Childhood, Education & Society Effects of a parent training using telehealth: Equity and access to early intervention for rural families 2020-10-19T12:55:02+00:00 Deborah Rooks-Ellis Sarah K. Howorth Megan Kunze Susane Boulette Ella Sulinski <p>Children living in geographically rural areas may have limited access to early, intensive evidence-based interventions suggesting children residing in these areas are less likely to experience positive outcomes than their urban-dwelling peers.&nbsp; Telehealth offers an option to rural families seeking early intervention by using communication technologies where providers are able to consult and deliver services in real-time over geographical distances. To our knowledge, no other study has examined the implementation of P-ESDM in rural natural environments within the framework of the state’s early intervention program. Using a multiple baseline design across participants, the current study investigated the effects of the parent-Early Start Denver Model implemented within a rural northeastern state’s existing IDEA Part C early intervention program.&nbsp; Parents demonstrated increased fidelity to intervention strategies and reported satisfaction with the program’s ease of implementation and observed child gains.&nbsp; Statistically significant pre-to post- change in children’s ASD symptomatology were reported for the domains of communication, social reciprocity and repetitive and restricted behaviors.&nbsp; Support for parent-mediated interventions, the importance of fidelity of implementation for sustainability of intervention strategies, and the need to explore telehealth as a viable service delivery option to improve developmental trajectories for toddlers with autism are discussed.</p> 2020-07-28T00:00:00+00:00 Copyright (c) 2020 Journal of Childhood, Education & Society Navigating the process of building parent-teacher partnerships: Experiences of early childhood pre-service teachers 2020-10-19T12:55:02+00:00 Rachel Boit <p>This study utilized the qualitative phenomenological approach to explore pre -service teachers’ experiences in their engagement with parents of young children as they practiced building partnerships with parents. Pre-service teachers (N=50) were each assigned a preschool child with whom they interacted together with the child’s parents and teacher; completing a semester-long assignment created within a family, schools and community course for students in an early childhood teacher preparation program. Pre-service teachers’ responses to a survey and their final written reflections were analyzed using the process of axial and open coding. Results indicated the importance of communication and understanding different dynamics and challenges in parent-teacher partnerships. Therefore, educators should continuously strive to equip pre-service teachers with the skills they will need to succeed as they work with schools, the community and especially in their work with parents.</p> 2020-07-28T00:00:00+00:00 Copyright (c) 2020 Journal of Childhood, Education & Society Newcomer families' experiences with programs and services to support early childhood development in Canada: A scoping review 2020-10-19T12:55:02+00:00 Alison Brown Jessie-Lee D McIsaac Sarah Reddington Taylor Hill Susan Brigham Rebecca Spencer becky.spencer@Dal.Ca April Mandrona <p>It can be difficult for families with young children to navigate early childhood development supports. In particular, newcomer families often encounter additional barriers and require resources, programs, and services that are tailored to their unique assets, experiences, and needs. We conducted a scoping review of the literature published between 2000 and 2019 to explore what is known about newcomer families’ experiences with programs and services to support early childhood development in Canada. We searched 12 databases, screened 2390 articles, and included 34 articles for synthesis and analysis. Three common and connected themes were identified: 1) effective intercultural understanding, responsiveness, and communication&nbsp;are critical to ensuring full access to meaningful programs and services; 2) some newcomer families face systemic barriers exacerbated by their immigration status, and; 3) feelings and perceptions of families and service providers, as well as social supports, networks, and relationships influence how programs and services are accessed and experienced. Our review identifies the requirement for additional, participatory research that centres the voices and perspectives of newcomer children and their families and the need to expand that research to less populated and rural areas of the country to inform meaningful and culturally relevant policies, programs, and services for newcomer families to support their children’s well-being.</p> 2020-07-28T00:00:00+00:00 Copyright (c) 2020 Journal of Childhood, Education & Society The impact of the quality of early mathematics instruction on mathematics achievement outcomes 2020-10-19T12:55:02+00:00 Bilge Cerezci <p>The examination of teaching quality in mathematics in relation to student learning outcomes has become increasingly important following the research reports indicating that early mathematics teaching and learning experiences are critical contributors to students’ learning and later achievement in mathematics and other content areas. The purpose of this study is to investigate the relationship between the quality of early mathematics instruction and students’ mathematics learning outcomes in 73 Pre-K to 3rd grade classrooms in an urban public schools system. The results suggested that the quality mathematics instruction varies across observed classrooms but mostly mediocre. Limited but significant associations between instructional quality and mathematics achievement were also documented at the classroom level. More specifically, there was a positive significant interaction between quality of mathematics teaching and students’ mathematics achievement at the end of the school year in classrooms where ratings of the instructional quality was identified as “high,” after controlling for students’ pre-test scores and gender.</p> 2020-07-28T00:00:00+00:00 Copyright (c) 2020 Journal of Childhood, Education & Society