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571.
Research Findings: Early childhood teachers’ psychological well-being influences the nurturing and learning classroom climate in early care and education as well as children’s development. However, less is known about predictors of teachers’ psychological well-being in preschool. The purpose of this study was to explore associations between potential predictors of teachers’ psychological well-being—such as professional background, teaching efficacy, and work environment—and teachers’ self-perceived depression, stress, and emotional exhaustion after controlling for individual demographics. A total of 1,129 teachers serving preschool-age children (3- and 4-year-olds) in the United States participated in the study. Teachers responded to a questionnaire asking about their background, work environment, and social-emotional attributes. Multiple regression analysis revealed that levels of teachers’ self-efficacy and work environments are generally associated with their psychological well-being above and beyond their personal and professional backgrounds. Practice or Policy: The results of this study suggest that it is important to help teachers build teaching competence and efficacy and to prepare them to handle stressors from work environments in order to reduce their psychological burden. In addition, we suggest that positive work climates need to be created for teachers and children at the program level. 相似文献
572.
Cynthia M. Zettler-Greeley Laura L. Bailet Suzanne Murphy Teri DeLucca Lee Branum-Martin 《Early education and development》2018,29(6):873-892
Research Findings: This study reports outcomes from a randomized, controlled trial of an emergent literacy intervention for prekindergarten children at-risk for reading failure. Children (N = 2219) in 114 preschools and childcare centers were screened for eligibility in fall. Children who scored at-risk (n = 476) were randomized to fall or spring treatment and received nine weeks of explicit, multisensory, emergent literacy instruction in small groups provided by early literacy interventionists. Trained observers noted high implementation fidelity. Pre-reading skills were assessed before and after intervention for both treatment groups. The spring intervention group served as at-risk controls for children who completed fall intervention. Three-level, linear growth models (time-student-school) were used to estimate treatment effects, found for print awareness, elision, rhyming, and the screener (print and letter knowledge, phonological awareness), replicating previous findings for the screener, rhyming, and print knowledge, and extending them to elision. Significantly accelerated growth in print knowledge, elision, rhyming, and the screener was observed during intervention. Practice or Policy: Results demonstrate benefits of high-quality emergent literacy instruction for children at risk. Growth in skills for both fall and spring treatment groups following this 18-lesson program supports some implementation flexibility among interventionists with delivery constraints during the year. 相似文献
573.
Objective. Stress felt by parents is often negatively related to their ability to engage in optimal parenting; however, research on relations of parenting stress to parenting behaviors typically examines negative associations instead of taking a strengths-based approach. The current study examines longitudinally the role of positive affect as a moderator of the relation of parenting stress to later maternal sensitivity, controlling for prior levels of sensitivity. Design. Maternal positive affect and maternal sensitivity were observed for 93 mother–child dyads during free-play sessions when children were 4- to 5-years-old (T1) and 8- to 9-years-old (T2), respectively. Mothers reported on parenting stress felt from dysfunctional parent–child interactions (T1). Results. Maternal positive affect moderated the association of parenting stress to sensitivity at T2, after controlling for prior levels of sensitivity at T1. Mothers who exhibited low positive affect were less likely to respond sensitively at T2 to their children when parenting stress was high; however, no association was found when positive affect was high. Conclusions. Maternal positive affect may buffer the effect of parenting stress on maternal sensitivity with school-aged children. 相似文献
574.
Raha Hassan Cynthia L. Smith Louis A. Schmidt Christina A. Brook Martha Ann Bell 《Child development》2023,94(6):1745-1761
The dysregulation of social fear has been widely studied in children's shyness, but we know little about how shy children regulate during unfair treatment. We first characterized developmental patterns of children's shyness (N = 304, ngirls = 153; 74% White, 26% Other) across 2 (Mage = 2.07), 3 (Mage = 3.08), 4 (Mage = 4.08), and 6 (Mage = 6.58) years of age. Data collection occurred from 2007 to 2014. At age 6, the high stable group had higher cardiac vagal withdrawal and lower expressed sadness and approach-related regulatory strategy than the low stable group when being treated unfairly. Although shy children may be more physiologically impacted by being treated unfairly, they may mask their sadness to signal appeasement. 相似文献
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Cynthia Boggio Ahmed Zaher Marie-Line Bosse 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1332-1350
The present study assessed the effectiveness of the ECRIMO educational application designed to build first-grade level spelling skills. We tested whether using the app to teach spelling would be as effective as providing the same training using traditional paper exercises. The effect of integrating gamification into mobile learning apps, which has been little studied in the context of young children, is also investigated. A pretest/training/posttest design was implemented with 311 first-graders divided in four groups: no training, paper training, the ECRIMO app with gamification features, and the ECRIMO app without gamification. Spelling, reading and phonological awareness abilities was measured at both pretest and posttest. The training was conducted over a 7-week period (4.40 hours in total). The experimental design allowed us to answer three questions: (1) Is spelling training effective regardless of the medium used? (2) Is training through the app as efficient as paper-based training? (3) Does gamification impact students' learning performance? Mixed-model analyses revealed (1) a positive effect on the training outcome depended on the initial spelling ability of participants, (2) a comparable efficiency between autonomous training using the ECRIMO app on tablets and the same training provided by teachers using paper exercises and (3) a marginally positive effect of gamification that is greater for the weakest students. The present study proposes an original and pertinent experimental design to test the relevance of educational applications. The design features of learning apps can impact students' learning differently depending on their initial level. A critical step should be verifying that using online apps for training is at least as effective as the same training using paper exercises.
Practitioner notes
What is already known about this topic- A significant number of children experience difficulties in reading and spelling from the first years of learning.
- The use of new technologies to support classroom teaching is rapidly developing as a topic of interest for educational professionals and researchers.
- Evaluations of new technologies developed to enhance literacy skills suggest that many factors can vary their effectiveness.
- The effectiveness of a digital educational application can be enhanced or undermined by design choices, such as gamification.
- Spelling training with the app ECRIMO seems effective for first year students, especially those with the lowest and middle level.
- Comparable effects of both the tablet-based and paper equivalent training on participants' spelling were found.
- The use of gamification in ECRIMO could be more suitable for the weakest students.
- Educational technologies should be evidence-based and should be evaluated with both a passive and an active control group.
- The design should be carefully considered and tested, as it may be advantageous for some students and disadvantageous for others.
- The use of digital technology in education can be beneficial for classroom practice, when the activity can be carried out in total autonomy, leaving the teacher available for a group of pupils with specific needs.