International Journal of Child Care and Education Policy

Abstract Quality teacher–child interaction is considered one of the primary mechanisms through which educational experience fosters the development of children’s competencies. Teachers’ self-efficacy and beliefs about developmentally appropriate practices influence the quality of classroom interaction. However, the findings are mixed, and more research must be done within the preschool teacher population. The present study investigated teacher-related factors influencing teacher–child interaction quality with preschool children. Two rating scales and one observation measure were used to survey and observe 55 preschool teachers in preschool centres of Arba Minch town, Ethiopia. Statistically significant positive correlations were found between teacher factors (i.e., teacher belief, self-efficacy, teaching experience) and teacher–child interaction quality (emotional support, classroom organization, and instructional support). Teacher belief significantly predicted teachers’ emotional support and classroom organization, while teaching experience significantly predicted instructional support. The findings of this study have implications for concerned bodies striving to achieve the 2030 sustainable development goals aimed at increasing the supply of qualified teachers to ensure all girls and boys have access to quality early childhood development and care so that they are ready for primary education, especially in the least developed countries.

Yohannes Tigro Tilbe

Gai Xiaosong

International journal of child care and education policy/International journal of child care and education

Teacher-related factors associated with teacher–child interaction quality in preschool education

与幼儿教师互动质量相关的教师因素

Field trips are steadily declining due to limited funding, time constraints, safety concerns, and other logistical issues. Many schools are resorting to a virtual field trip (VFT), especially when education is disrupted due to public health concerns, natural disasters, or other unforeseen significant events. Virtual reality as a common form of VFT is likely not an option for many schools due to cost and other barriers. The purpose of our study was to explore the potential of going in a VFT using 360-degree (360°) videos as an alternative to a physical field trip in primary education. We recruited third-grade pupils (aged 8–9) from two private elementary schools to experience VFTs using 360° videos (360V) and regular videos (REGV). Using a switching-replications experimental design, we compared their content recall (assessment tests) and VFT experience (attitude, perceived usefulness, involvement, inquiry, video engagement, and virtual guide) across four-time points. Our results show that the increase in content recall scores of 360V groups after VFTs was consistently higher compared to REGV groups at all time points, although it was only significant in one quarter. We also found pupils’ video engagement, involvement, and attitude as significant factors in their VFT experience. These results call attention to a possible implementation of VFTs and continue the long-standing tradition that has been acknowledged as a student-centered, interactive instructional method.

Manuel B. Garcia

Louis S. Nadelson

Andy Yeh

ICEP

“We're going on a virtual trip!”: a switching-replications experiment of 360-degree videos as a physical field trip alternative in primary education

“我们要去虚拟旅行啦！”：360度视频作为小学教育中实地考察替代方案的切换-复制实验

This national study explored the role of digital technologies in early childhood education and care settings and whether they could contribute to quality improvement as reported by educators and assessors of quality in Australia. In this paper, data from Stage 2 of the Quality Improvement Research Project were used, which comprised 60 Quality Improvement Plans from educators linked with 60 Assessment and Rating reports from the assessors who visited early childhood centres as part of the administration of the National Quality Standards by each of Australia's State and Territory jurisdictions. Bronfenbrenner's ecological systems theory ( Bronfenbrenner, U. (1995). Developmental ecology through space and time: A future perspective. In P. Moen, G. H. Elder, Jr., & K. Lüscher (Eds.), Examining lives in context: Perspectives on the ecology of human development (pp. 619-647). American Psychological Association. 10.1037/10176-018; Bronfenbrenner & Ceci, Bronfenbrenner and Ceci, Psychological Review 101:568-586, 1994) was adopted to facilitate a systemic and dynamic view on the use of digital technologies in these 60 ECEC settings. References (e.g. comments/ suggestions/ examples) made by the educators about the implementation of digital technologies were counted and thematically analysed. Results revealed the strong role new technologies (e.g. documentation and management platforms, tablets, apps, etc.) play in the majority of ECEC settings and especially in relation to three of the seven Quality Areas: Educational programme and practice (Quality Area 1); Collaborative partnerships with families and communities (Quality Area 6) and Governance and leadership (Quality Area 7). Future directions for research are suggested and implications for embracing a more holistic, integrated and broad view on the use of digital technologies are discussed.

Maria Hatzigianni

Tanya Stephenson

Linda J. Harrison

Manjula Waniganayake

Philip Li

Lennie Barblett

Fay Hadley

Rebecca Andrews

Belinda Davis

Susan Irvine

The role of digital technologies in supporting quality improvement in Australian early childhood education and care settings

数字技术在支持澳大利亚幼儿教育和护理机构质量改进中的作用

Abstract We investigated the extent to which practices considered developmentally appropriate and inappropriate varied by preschool program auspice (private, public school, and Head Start). Survey data from a 2010 national sample of 2,664 teachers of 4-year-olds provided teacher reports on the frequency of seven practices (e.g., offering children choices of play activities, using flashcards and math worksheets), approach to teaching subject matter, and time spent in whole group activities. More than 90 percent of teachers in all auspices reported high frequencies of some developmentally appropriate practices (DAP). Yet, private program teachers reported less DAP, more use of flashcards and worksheets, and more whole group time per day than teachers in the two public sectors. Some but not all differences by auspice could be explained by differences in teacher and classroom characteristics by auspice. In the context of other studies indicating little change in practice since 2010, our results suggest that increased public provision of preschool education does not lead to “academization.” We identify several other issues related to curriculum and “instruction” in preschool education requiring increased attention from researchers and policymakers.

W. Steven Barnett

Kwanghee Jung

Auspice and other policy-related variations in preschool practice in the United States: have public preschool programs been more academic?

美国学前教育实践中的庇佑及其他政策相关变异：公立学前教育项目是否更加学术化？

Abstract The study examines the use of technology by kindergarten teachers during the COVID-19 pandemic and in the course of their professional careers, and their attitudes toward the integration of technology in kindergartens with the resolution of the crisis. The article presents findings derived from interviews with kindergarten teachers in Israel. The study revealed three patterns of technology use by kindergarten teachers, with no differences between career stages. The avoidance pattern (37%), the structured activism pattern (22%), and the entrepreneurial pattern (40%). The findings of the study contradict the approach that explains the use of technology based on career stages.

Merav Aizenberg

Gila Cohen Zilka

Technological leadership of kindergarten teachers along their careers and during the COVID-19 period

幼儿园教师在其职业生涯及新冠疫情期间的技术领导力

Abstract Covid-19 posed little danger to children. Nevertheless, the South African government imposed lockdown measures that impeded children’s education, play and food. Schools were closed, feeding schemes were halted and organised sports were banned. In this study of South African children’s experience during the 2020–22 pandemic, we use the capabilities approach, particularly Nussbaum’s ten capabilities, to assess how the lockdown measures affected their development. The one-dimensional nature of the government response was evident in its focus on physical health and safeguarding adults and the health system, at the expense of children’s well-being. Children were masked and their voices were not heard. Despite being far less at risk of illness or death than adults, children and young people were disproportionately affected by government regulations. Children from low-income environments were particularly severely affected.

Lochner Marais

Abraham Matamanda

Frances Gbadegesin

John Ntema

Abongile Mgwele

Mischka Dunn

Verna Nel

Timothy M. Lehobo

Lauren Andres

Stuart Denoon-Stevens

The COVID-19 restrictions, child services and the well-being of children in South Africa

COVID-19限制措施、儿童服务与南非儿童福祉

Abstract Early childhood is crucial in building and shaping the personalities of children with disabilities, where employees dealing with such children face a lot of challenges. This study aimed to identify problems and challenges faced during early intervention programs in Jordan from employees’ perspectives. We conducted a questionnaire-based study on 350 from a population of 4000 employees working in early intervention programs from Jordan’s North, Central, and South territories. Participants responded to the problem and challenges scale, containing 32 items distributed over five dimensions. The findings of this study showed that employees at special education centers in Jordan who work in early intervention programs said they typically faced moderate issues and difficulties. The most significant issues and difficulties that Jordan’s early intervention programs faced were the absence of interactive cooperation among employees and the flexibility of the programs. Factor analysis of the studied items showed that, apart from the social dimension, the items of all other dimensions of the research instrument were influenced by a diverse set of underlying factors. There were no statistically significant differences in the challenges and problems facing early intervention programs in Jordan due to the employees’ gender, academic qualification, and experience. Finally, this study offered suggestions and recommendations for enhancing early intervention services and programs, putting additional rehabilitation into place, and implementing ongoing training for professionals in this sector.

Mahmoud Gharaibeh

Al-Muatasem M. Al-Bakkar

Samer Z. Abdel-Rahman

Abdullah Ahmed Almulla

Stressors and difficulties in early intervention programs in Jordan from the employee’s perspective

约旦早期干预项目中的压力源与困难：员工视角

Abbreviation	ICEP
Journal Impact	2.02
Quartiles(Global)	EDUCATION & EDUCATIONAL RESEARCH(Q2)

ISSN	1976-5681, 2288-6729
h-index	22

Publication Information	Publisher: SpringerOpen，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 2007，Proportion of original research papers: 100.00%，Self Citation Rate:5.00%， Gold OA Rate: 100.00%
Average review cycle	网友分享经验：13 Weeks

International Journal of Child Care and Education Policy

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Teacher-related factors associated with teacher–child interaction quality in preschool education

“We're going on a virtual trip!”: a switching-replications experiment of 360-degree videos as a physical field trip alternative in primary education

The role of digital technologies in supporting quality improvement in Australian early childhood education and care settings

Auspice and other policy-related variations in preschool practice in the United States: have public preschool programs been more academic?

Technological leadership of kindergarten teachers along their careers and during the COVID-19 period

Auspice and other policy-related variations in preschool practice in the United States: have public preschool programs been more academic?

The COVID-19 restrictions, child services and the well-being of children in South Africa

Stressors and difficulties in early intervention programs in Jordan from the employee’s perspective

Technological leadership of kindergarten teachers along their careers and during the COVID-19 period

Teacher-related factors associated with teacher–child interaction quality in preschool education