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Calvert, Sandra L.; Putnam, Marisa M.; Aguiar, Naomi R.; Ryan, Rebecca M.; Wright, Charlotte A.; Liu, Yi Hui Angella; Barba, Evan – Child Development, 2020
Children's math learning (N = 217; M[subscript age] = 4.87 years; 63% European American, 96% college-educated families) from an intelligent character game was examined via social meaningfulness (parasocial relationships [PSRs]) and social contingency (parasocial interactions, e.g., math talk). In three studies (data collected in the DC area:…
Descriptors: Young Children, Mathematics Skills, Computer Games, Play
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Gündogan, Aysun – Early Child Development and Care, 2020
The aim of this study is to identify the children suffering from imaginative fears and to determine whether or not children having these fears are different from the children have no such fear in terms of their creative imagination. For this purpose, 233 children from the age group of five-six years in a kindergarten in the southwestern Turkey…
Descriptors: Imagination, Fear, Kindergarten, Young Children
Guernsey, Lisa – ZERO TO THREE, 2020
Media literacy experts have been teaming up with early childhood practitioners to develop a framework for a new way of thinking about raising kids in a digital and media-centric world. Their ideas are encapsulated in the Media Literacy in Early Childhood Report (Herdzina & Lauricella, 2020) that explores how to help young children learn how to…
Descriptors: Media Literacy, Young Children, Early Childhood Education, Emergent Literacy
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Engarhos, Paraskevi; Shohoudi, Azadeh; Crossman, Angela; Talwar, Victoria – Developmental Science, 2020
The current study examined the influence of observing another's lie- or truth-telling -- and its consequences -- on children's own honesty about a transgression. Children (N = 224, 5-8 years of age) observed an experimenter (E) tell the truth or lie about a minor transgression in one of five conditions: (a) Truth-Positive Outcome -- E told the…
Descriptors: Ethics, Deception, Young Children, Child Behavior
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Barton, Erin E.; Murray, Rebecca; O'Flaherty, Cecelia; Sweeney, Erin M.; Gossett, Stephanie – American Journal on Intellectual and Developmental Disabilities, 2020
In this systematic review, we examined the rigor and outcomes across 27 object play intervention studies using single-case research methodology. We focused on studies including children age 5 years or younger and examined several descriptive characteristics including materials, instructional packages, and settings. We also analyzed the…
Descriptors: Play, Intervention, Young Children, Toys
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Audrey A. Rouhandeh; Christine Honsberger; Nathaniel A. Shanok; Erin Brooker Lozott; Tess Levy; Alexander Kolevzon; Joseph D. Buxbaum; Marlene Sotelo; Jennifer Foss-Feig; Paige M. Siper – Journal of Autism and Developmental Disorders, 2024
As early identification of autism improves, there is a critical need for interventions to support the development of social communication skills in toddlers. Caregiver coaching and parental involvement is crucial for improving outcomes and providing children with adequate hours of planned active engagement. This pilot study assessed a 4-week…
Descriptors: Child Caregivers, Intervention, Interpersonal Competence, Communication Skills
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Grace Keengwe; Ariri Onchwari – Early Childhood Education Journal, 2024
Relationships between families and schools are important in the educational experiences of young children. However, the COVID-19 pandemic that began in 2019 and spread rapidly around the world disrupted many families, teachers, early childhood programs, and other child-support institutions. There is much to be learned on how this pandemic…
Descriptors: COVID-19, Pandemics, Early Childhood Education, Early Childhood Teachers
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Lars Holm; Helle Pia Laursen; Annegrethe Ahrenkiel – Literacy, 2024
Based on an analysis of three literacy events in nursery schools, this article focuses on how literacy forms part of children's social practices and co-creates the language environment in the nursery and how place, affect and materiality play a key role in children's multimodal and embodied meaning-making around literacy. The analysis is based on…
Descriptors: Emergent Literacy, Preschools, Young Children, Social Behavior
David R. Rosas – ProQuest LLC, 2024
Children in elementary schools think, talk, and reason in big ways that reflect how they live and experience race, racism, and racialization. Some elementary school teachers -- or critical-race teacher change agents -- intentionally include this work in their classrooms. My aim is to find out what motivates critical-race teacher change agents to…
Descriptors: Critical Race Theory, Change Agents, Elementary School Teachers, Whites
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Sophie Wacker; Claudia M. Roebers – Metacognition and Learning, 2024
When young children evaluate their confidence, their monitoring is often overoptimistic, that is, inaccurate. The present study investigated a potential underlying mechanism for kindergarteners' and second graders' overconfidence within a paired associates learning paradigm. We implemented a pre-monitoring phase motivating children to…
Descriptors: Metacognition, Decision Making, Comparative Analysis, Student Motivation
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Alexandra Nordström – Contemporary Issues in Early Childhood, 2024
In this conceptual paper, the affective intensity of joy is approached as becoming. Following a relational ontology, joy is attended to both as performed in relation to others (human and more-than-human) and as a performative agent. This paper is based on an empirical exploration of the remarkableness of young children's everyday lives in a…
Descriptors: Psychological Patterns, Early Childhood Education, Performance, Young Children
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Nesrin Isikoglu; Müzeyyen Güzen – Early Child Development and Care, 2024
This study aims to investigate the impact of digital storytelling activities on children's language skills, specifically focusing on expressive, receptive, and narrative abilities, as well as their utilization of technological elements in their stories. The study involved 18 children who were enrolled in a public kindergarten classroom, and it…
Descriptors: Story Telling, Educational Technology, Kindergarten, Young Children
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Sooyeon Byun; JaeYun Jeong; Lieny Jeon – Early Education and Development, 2024
"Research Findings": The purpose of this qualitative study is to understand parents' perceptions of changes in early care and education (ECE) in the early stage of the COVID-19 pandemic in South Korea. Thirty-three parents of young children who attend three different types of ECE programs (i.e. kindergartens, childcare centers, and…
Descriptors: COVID-19, Pandemics, Parents, Foreign Countries
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Janice Ka-Yan Chan; Theodore Ching-Kong Cheung; Chi-Wai Chan; Fan Fang; Kelly Yee-Ching Lai; Xiang Sun; Helen O'Reilly; Ofer Golan; Carrie Allison; Simon Baron-Cohen; Patrick Wing-Leung Leung – Autism: The International Journal of Research and Practice, 2024
"The Transporters" intervention contains 15 animated episodes that autistic children watch daily for a month and learn emotion recognition through stories depicting social interactions between vehicle characters with grafted human faces, expressing emotions. Its automated, home-based format is cost-effective. This study included four…
Descriptors: Foreign Countries, Emotional Response, Young Children, Autism Spectrum Disorders
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Samira Amirazizi; Emily Edelman; Erin Dowdy; Matthew Quirk – Journal of Applied School Psychology, 2024
This study examined the impact of a virtual parenting intervention designed to support parents of incoming kindergartners (N = 45) by bolstering their parental self-efficacy during the summer of 2020, immediately following the onset of the COVID-19 pandemic. Specifically, this group-based intervention provided parents with weekly psychoeducation…
Descriptors: Parents, Self Efficacy, School Readiness, Summer Programs
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