Journal of Childhood, Education & Society <p>Journal of Childhood, Education &amp; Society is a double-blind peer-review journal that accepts research and review articles in English.</p> Journal of Childhood, Education and Society en-US Journal of Childhood, Education & Society 2717-638X <p><strong>Attribution:</strong> You must give <a id="appropriate_credit_popup" class="helpLink" tabindex="0" title="" href="" data-original-title="">appropriate credit</a>, provide a link to the license, and <a id="indicate_changes_popup" class="helpLink" tabindex="0" title="" href="" data-original-title="">indicate if changes were made</a>. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.</p> <p><span id="by-more-container"></span><strong>NonCommercial:</strong> You may not use the material for <a id="commercial_purposes_popup" class="helpLink" tabindex="0" title="" href="" data-original-title="">commercial purposes</a>.</p> <p><span id="nc-more-container"></span><strong>NoDerivatives: </strong>If you <a id="some_kinds_of_mods_popup" class="helpLink" tabindex="0" title="" href="" data-original-title="">remix, transform, or build upon</a> the material, you may not distribute the modified material.</p> <p>Author(s) must confirm that the Journal of Childhood, Education &amp; Society retains all the copyrights unconditionally and indefinitely to publish<span style="font-size: 0.875rem;"> articles.</span></p> Young children as citizens: Learning from practice in the early childhood setting <p>This paper examines enactments of young children’s citizenship in early childhood settings in England, which is an under researched area, in this study young children are positioned as social actors, competent and capable of making decisions and enacting citizenship. Values, child rights and citizenship are interconnected and often inseparable in practice. A mixed methods multiple-case study was conducted in England across several early childhood settings in the private and independent sector. Our findings indicate that young children enact citizenship through micro acts embedded into their day-to-day activities; such acts are often spontaneous in response to events or interactions. These are often pro-social in nature comprised as behaviours such as helping or showing concern for others. Our findings give visibility to the distinctive ways in which young children may enact citizenship including, for example, physical expressions.</p> Gemma M. Ryder Jennifer van Krieken Robson Copyright (c) 2023 Journal of Childhood, Education & Society 2023-07-14 2023-07-14 4 2 114 123 10.37291/2717638X.202342263 Fair distribution in early childhood: Stuck between friends and needy strangers <p>Children distribute resources to recipients differentially regarding various factors such as ‘need’ or ‘friendship’ (social closeness). The aim of this study is to examine the interaction between these two variables by presenting children with two recipients who are a friend and a stranger varying on the number of materials they need. A distribution task with four different scenarios (conditions) was applied to 25 children (Mage =62.16, 15 males) aged 4-6 years. Across scenarios of four experimental conditions, the amount of needed materials was manipulated between the friend and the stranger. The participants were asked to distribute resources to the recipients in each experimental session. Allocation of all resources to the needy recipient to eliminate the need in the expense of the friend meant ‘fair’ distribution; while the allocation of all resources to the friend meant ‘friend-favoring’. The results showed an interaction between ‘need’ and ‘friendship’ for their roles in allocation decisions. Children favored the friend when their friend is needier than the stranger and transferred the greatest amount of resources to the needy friend. In the condition that the stranger is needier, levels of friend-favoring decrease. The results indicated that preschool children have a tendency for favoritism but this preference weakens in presence of a needier stranger. Taken together, the findings suggest that children are capable of taking the two competing factors of friendship and neediness into consideration at a time and able to adjust their allocation to meet the needs of not only friends but also strangers. Preschool children’s preference to support fairness occurs together with their developing helping behavior and moral reasoning as well.</p> Gül Nalan Kaya Copyright (c) 2023 Journal of Childhood, Education & Society 2023-07-14 2023-07-14 4 2 124 141 10.37291/2717638X.202342210 ‘When the body speaks back’: Socialization of body-mind dualism in body memories of Cold War childhoods <p>Studies focusing on East Central Europe have generously explored collective memory (lieux de mémoire, monuments, ceremonies) and nostalgia for a past regime, but rarely have they examined memories as carried in child bodies. In this paper, we analyze selected Cold War childhood memories to explore events in which children’s bodies seemingly act out of control. As a part of socialization, children are taught to consciously control their bodies to fit in the societies they have been born to. With learning to control the body, children also learn that bodies are separate from their minds and that their minds can govern and regiment their body. However, bodies also slip up, avert, or simply remain unaffected by these attempts, in a way ‘speaking back’ to regulating forces, thus troubling the modernist assumption of the separation between the mind and body. The aim of the paper is to show the complexities and limits of socialist or any modern(ist) forms of socialization in which the concerted efforts of the mind are mobilized to govern the body. Moreover, the discussion of body memory and the highlighted mechanisms of how socialization efforts create bodily memories adds to our understanding of the effects of pedagogical intentions in education.</p> Irena Kašparová Beatrice Scutaru Zsuzsa Millei Copyright (c) 2023 Journal of Childhood, Education & Society 2023-07-14 2023-07-14 4 2 142 155 10.37291/2717638X.202342278 Parenting young children with developmental disabilities: Experiences during the COVID-19 pandemic in the U.S. <p>High-stress events (e.g., natural disasters, political unrest, disease) significantly impact the lives of children and families. The Coronavirus Disease 2019 (COVID-19) is one event that has brought numerous hardships to families and children with developmental disabilities (DD), likely exacerbating already heightened levels of stress. For this study, we interviewed mothers living in the U.S. (N = 14) of 2- to 8-year-old children with DD about how COVID-19 has affected their family life. The interviews examined how the pandemic impacted (a) their child’s educational, therapeutic, and medical services, (b) their stress and resiliency, and (c) their parenting role as an advocate, educator, and interventionist. The results of our thematic analysis of the qualitative data highlight four domains with themes that describe families’ experiences as indicated by the mothers interviewed. Voices of families are essential in the delivery of effective and ethical early intervention for young children with disabilities. Based on the data from these interviews with mothers, suggestions for family-focused intervention to support families during high-stress events are discussed. As the long-term effects of the pandemic remain unknown, suggestions for future research to continue to examine the impact of high-stress experiences on young children with DD and their families are also presented.</p> Megan Kunze Douglas Gomez Elizabeth Glenn Bonnie Todis Ilka Riddle Christina M. Karns Ann Glang Laura Lee McIntyre Copyright (c) 2023 Journal of Childhood, Education & Society 2023-07-14 2023-07-14 4 2 156 175 10.37291/2717638X.202342264 Promoting decoding among young students with Swedish as a first and second language within a response to intervention model <p>Many young students with Swedish as their second language need support to acquire reading ability. There is a need for evidence-based reading instruction in early reading education for students with Swedish as their first or second language. Therefore, the current study investigated whether early reading education based on a Response to Intervention (RTI) model with a focus on decoding skills can promote reading ability among young students with Swedish as their first or second language. In Grades 1 and 2, 113 students with Swedish as a first and Swedish as a second language were followed. Applying the RTI model, teachers used evidence-based reading instruction in the whole class. Besides, additional instructions were provided in small groups and individually for students with weak decoding. Results of the study showed that the additional instruction provided within the RTI model had the potential to promote decoding, but to a different extent among students with Swedish as their second language. The importance of differentiated instruction, early monitoring and support, a bilingual approach in reading education for second language students, and collaboration between teachers are discussed.</p> Helén Egerhag Linda Fälth Camilla Nilvius Heidi Selenius Idor Svensson Copyright (c) 2023 Journal of Childhood, Education & Society 2023-07-14 2023-07-14 4 2 176 192 10.37291/2717638X.202342282 Family experiences of engagement in inclusive childcare programs for toddlers <p>Previous research has explored family engagement experiences and practices in childcare programs. The purpose of this study was to explore family members’ experiences related to their engagement in decision-making processes across various inclusive, toddler childcare programs. Five early educators and eight parents participated in the study. Four parents had a child with a diagnosed disability or developmental delays, were at-risk for developmental delays, and/or received speech, occupational, or physical therapy. Eligible early educators participating in the study taught toddlers (18 to 30 months) in a private, faith-based, or university childcare program. A semi-structured interview style was used to collect family participant responses. The early educators’ inclusive practice indicator rubric scores previously collected from the larger grant funded project were used to triangulate data. Through a phenomenological qualitative design, this study gained a better understanding of families’ decision-making experiences, facilitators and barriers that may impact family engagement, and opportunities early educators have provided or not provided to encourage family engagement in inclusive, toddler childcare programs.</p> Julianna Lieb Audra Classen Lindsay Wright Hollie Filce Copyright (c) 2023 Journal of Childhood, Education & Society 2023-07-14 2023-07-14 4 2 193 218 10.37291/2717638X.202342251 Out of the shadows: An epistemological examination of family childcare in Canada <p>This paper critically examines the current knowledge base of family childcare through an epistemological lens. A brief literature review highlights what is known about family childcare, and standpoint theory is used to illustrate how I first became aware of the issues in the current system as a former family childcare educator. Then, an examination of the gaps in knowledge resulting from the current approach to knowledge creation in family childcare is outlined, with human ecology and social constructionism proposed as ideal paradigms for more holistic knowledge creation. Finally, a brief proposal for research designed to create a more informed path to understanding family childcare is offered to answer the question: What are the experiences of family childcare educators in Canada, and which supports and services are required to meet their unique needs?</p> Laura Woodman Copyright (c) 2023 Journal of Childhood, Education & Society 2023-07-14 2023-07-14 4 2 219 229 10.37291/2717638X.202342260