Journal of Research in Childhood Education Archives - Childhood Education International

Volume 40, No. 3

The Transition to Kindergarten for Children on the Autism Spectrum: A Qualitative Study Examining the Perspectives of Caregivers and Teachers on Home-School Collaboration

Policy and Advocacy in Early Childhood Teacher Education: Increasing Students’ Advocacy Competence

Citizenship Education in Childhood: French Children’s and Adults’ Views on the Experiences of Children Elected to a Children’s Municipal Council

Multisyllabic Instruction for Upper Elementary Learners: A Pilot Study Exploring Feasibility and Effectiveness

“I’m Just Looking at the Pictures and … ”: The Role of Illustrations in Books from the Perspective of Preschool Children
open access

Effectiveness of a Pronoun Interpretation Explicit Teaching on 1st-Graders’ Comprehension

Emotional Responses to Various Digital Puppet Designs in Children’s Environmental Storytelling Sessions

The Impact of Makerspaces in Early Childhood Education on Children’s Creativity and Self-Efficacy
open access

How Do Young Children Respond to Mistakes?

The Pursuit of Social Justice in Art Education: Sharing Life

Children’s Books as Reflective Tools for Increasing Self-Understanding and Peer-Understanding: The Perspective of Children with Dyslexia

An Interpretative Phenomenological Analysis of Teacher Perspectives, Experiences, and Psychological Approaches Surrounding Music Performance Anxiety in Children
open access

Us and Them: Not in Our School. Bilingual and Binational Education Among Jewish and Arab Children in Israel

Developmental Screening With Indigenous Families: Perspectives of Early Years Home Visitors on the ASQ-3
open access

Teachers’ Perceived Effects of Classroom Physical Activity Breaks on Students’ Self-Regulation: A Mixed-Methods Study

Supporting a Collaborative Professional Learning Experience: Teachers’ Perspectives of Distinctive Features of Professional Development Delivered Primarily Through In-Class Modeling

Effectiveness of a Mindfulness Program on Academic Achievement and Executive Functions Among Spanish and Italian Students K-12

Enhancing Preschool Teachers’ Capacity to Support Children’s Social Emotional Learning in Turkey

Second-Graders’ Functional Thinking in a Generalization Task: An Exploratory Study on Student Responses and Researcher Interventions

Dyslexic Voices Unveiled: Elevating Literate Selves with Virtual Reality

Monitoring Efforts to Restrict Teaching in P-3 to ECE Licensees

Profiles of Low School Readiness Among At-Risk Preschoolers and Their Correlates in Kindergarten and Grade 1

Volume 40, No. 2

Beyond Stereotypes: How Individuals with Disabilities Perceive Their Representation in Picture Books

Investigating Early Digital Literacy in China: A Grounded Theory Study

Benefits of a Mindfulness Social-Emotional Learning Program for Young Children in Northern Uganda

The Interrelation Between Everyday and Scientific Conceptualization in Preschool Technology Activities
open access

Perceptions of Gender Equality Among Saudi Children Attending Early Years Education

The WeFEEL Approach: Examining an Emotional Intelligence Curriculum’s Impact on Young Children’s Development and Social Interactions With Their Families

Losing in Competitive Activities at School: A Case Study Including Music, Physical, and Foreign-Language Primary Education Teachers

Teacher Perspectives on Curriculum Selection, Quality, and Use in Public Preschool Classroomsopen access

Toward New Discourse: Connectedness, Joy, and Emotional Capital in Early Childhood Education

The Impact of Touchscreens on Early Learning: A Meta-Analysis

The Validation of the Dutch Teacher Questionnaire of Montessori Practice

Children’s Socioemotional Difficulties in ECEC: Exploring the Perspectives of Professionals and Stakeholders in Portugal

Motivation and Geometry Achievement in 2nd-Graders

Time and Routines Organization in Early Childhood Education and Care – Participation, Opportunities, and Constraints
open access

Volume 40, No. 1

Interrogating the Roles of Artificial Intelligence in Childhood Education

Justice, Equity, Diversity, and Inclusion in Artificial Intelligence and Childhood Education: A Critical Systematic Review

Integrating Generative AI in Teacher Education: Pre-Service Teachers’ Perspectives, Attitudes, and Design Challenges

Exploring Hong Kong Kindergarten Teachers’ Use of Technology (GenAI) to Support the Needs of L1 and L2 Chinese Language Learners

Integrating ChatGPT in Teacher Education: Examining Early Childhood and Elementary Pre-Service Teachers’ Experiences in AI-Assisted Math Lesson Planning

“The Brain’s Behind the Operation”: Using Activity Theory to Investigate Pre-Service Teachers’ Processes of Designing AI-Assisted Unit Plan

The Role of Parents in the Educational Use of Artificial Intelligence: Awareness, Attitudes, and Knowledge Among Kuwaiti Parents

Parents’ Roles and Strategies in Developing Children’s AI Literacy: A Scoping Study

Exploring How Primary School Children from a Low-SES Community Engage and Verbally Communicate with a Social Robot

Volume 39, No. 4

Synthesis and Meta-Analysis of Oral Language Interventions on the Vocabulary and Listening Comprehension Development of Young Children

More Than Seeking Refuge: Analyzing Children’s Literature Representing Southeast Asian Refugee Stories

Let Pictures Explain the World: Text–Image Narration in Picturebooks

Early Childhood Teachers’ Emotion Validating Language Regarding Negative Emotions: Comparisons by Child Gender

Family Engagement Practices in a Public Pre-Kindergarten Program: Variation by Program, Classroom, and Staff Characteristics

Children’s Information-Related Internet Use at Home: The Role of the Quantity and Quality of Parental Support and Children’s Motivation

Cultural and Linguistic Adaptation of Parent-Implemented Language Interventions for At-Risk Children: A Systematic Review

“My Child Might Be Thinking About Something Beneficial to Humanity”: Enhancing Parental Perspectives on Engineering Education in Early Childhood

“Transience, Disruption, and Unfamiliarity in Refugee Journeys”: How Are Newly Arrived Refugee Families Supported in Their Children’s Transition to School in a Host Country?

Volume 39, No. 3

Synthesis and Meta-Analysis of Oral Language Interventions on the Vocabulary and Listening Comprehension Development of Young Children

More Than Seeking Refuge: Analyzing Children’s Literature Representing Southeast Asian Refugee Stories

Let Pictures Explain the World: Text–Image Narration in Picturebooks

Early Childhood Teachers’ Emotion Validating Language Regarding Negative Emotions: Comparisons by Child Gender

Family Engagement Practices in a Public Pre-Kindergarten Program: Variation by Program, Classroom, and Staff Characteristics

Children’s Information-Related Internet Use at Home: The Role of the Quantity and Quality of Parental Support and Children’s Motivation

Cultural and Linguistic Adaptation of Parent-Implemented Language Interventions for At-Risk Children: A Systematic Review

“My Child Might Be Thinking About Something Beneficial to Humanity”: Enhancing Parental Perspectives on Engineering Education in Early Childhood

“Transience, Disruption, and Unfamiliarity in Refugee Journeys”: How Are Newly Arrived Refugee Families Supported in Their Children’s Transition to School in a Host Country?

Volume 39, No. 2

Meeting the Needs of Indigenous, Marginalized, and Minoritized Children Globally: Innovative Pathways to Sustainable Futures

The Early Childhood Education in India and Traces of Colonial Regimes: A Critical Discourse Analysis

Drawing and Storytelling as Strengths-Based Pedagogical Approaches to Affirm the Lived Experiences of Native American Children in Pre-K

Decolonizing Education: Indigenous Teachers’ Understanding of Meaningful Education Practices That Promote the Success of Native American Learners

Contributing to Indigenous Literacy: A “Trans” Approach in the Creation of Digital Learning Materials

Playful Art-Making and a Responsive Adult to Sustain Interest and Affirm Minoritized Children’s Experiences

Critical Factors for Academic and Familial Development of Eritrean Refugee Children in Switzerland: A Mixed-Methods Study

Marginalization, Minoritization, and Microaggression Against Asian American Children: Insights from Korean American Mother-Educator-Researchers Utilizing Suda (수다)

Early Childhood Education in Pastoralist Regions of Kenya

Leadership for Sustaining Cultural Identities: Pacific Ways of Knowing, Being, and Doing in ECE

The Struggle Is Still Real: Marginalized Identity of Roma Preschoolers in the Replication of Clark & Clark Doll Study 77 Years After

Navigating Borders: Transnational Latine Students’ Use of Border Thinking Pedagogy Practices

Navigating the Kindergarten Transition: An Exploratory Case Study of Challenges and Opportunities for Non-Immigrant and Immigrant Families

Educators Co-Constructing Religiously Responsive Pedagogies With Muslim Children and Families

Perspectives of Early Childhood Education Teachers in Kenya and Nepal Regarding Pedagogical Practices Essential to Meeting Learners’ Needs

Volume 39, No. 1

Microaggressions and the Complexities of Smartness in Kindergarten

Children’s Perceptions of a Therapy Dog-Assisted Social and Emotional Learning Intervention: Survey and Interview Findings

Understanding Young Children’s Composition Across Three Key Components: Transcription, Connection, and Discourse

Preschoolers’ Leadership-Followership Communication in Outdoor Pretend Play

Emotional Exhaustion in German Preschool Teachers: The Role of Personal, Structural, and Social Conditions at the Workplace

Drawings Tell the Difference: Student Characteristics and Student-Teacher Relationships in a Cross-Cultural Context

Male Teachers’ Perceptions of Gender Equality in the Foundation Phase

Using Physical Education Interventions to Prevent Bullying at School: A Systematic Review

Effects of Emergent Bilingual Students’ and Their Teacher’s Talk-Turns on Students’ Comprehension During Read-Aloud Discussions

Volume 38, No. 4

Teachers’ Lived Experiences With Engaging Elementary Students in Synchronous Virtual Learning

Guided STEM Activity Kits for Parents With Preschool Children: Design, Frequency of Use, and Parent Evaluation

Integration of Tablets in Phonological Awareness and Phonics Instruction: A Systematic Review

A Hermeneutic Phenomenological Inquiry: Risk and Protective Factors for the Left-Behind Children in Shaanxi Province, China, With Gender Comparison

“We Can Come in Together and Garden”: A Mixed Methods Study of School Connectedness in a Middle School Garden Project

Creating a Mark of Reference About the Use of Positioning Technology in Preschool-Aged Children Based on a Systematic Review

Investigating Preschoolers’ Perspectives on Aggression Through Observation and Video-Stimulated Recall

The Impact of Recess on Students: A Scoping Review of Developmental Outcomes and Methodological Considerations

Early Childhood Teachers’ Relationships with Families When Children Experience Adversity

Volume 38, No 3

Get That App!: Examining Parental Evaluations of Numeracy Apps

The Relationships Between Linguistic Literacy and Geometric Thinking in 2nd-Graders

Hybrid Homeschooling: A Missing Piece of the Gifted Education Puzzle

Promoting Critical Media Literacy in Bilingual Households Through Mother-Child Conversations About Gender: A Multiple Case Study

On the Inter-Relationships Between Teachers, Technologies, and Children in Makerspace Environments: A Comparative Case Study in Kindergarten Classrooms (open access)

Where Have All the Girls Gone? Examining Gender Representation Within Children’s Picture Books

Exploring Public Montessori Education: Equity and Achievement in South Carolina

The Goal to Perform in Readers’ Theater Motivates Boys Who Struggle With Reading (open access)

The Impact of Early Home Learning Environment and Preschool Quality on School-Relevant Language Proficiency in Primary School

Volume 38, No 2

Kindergarten Children’s Learning of Computational Thinking With the “Sorting Like a Computer” Learning Unit

An Examination of Educator Standards for Early Grade Teachers

Diversity, Economic Characteristics, and Retention of Early Learning and Child Care Workers in Canada

The Hidden and Invisible: Supporting Science Learning in Infant-Toddler Group Settings

(Not) Discussing Race, via Books, in Mainly White Preschools

The Spy Girls and the Quest for “Forbidden” Literacy: Rural Chinese Girls’ Negotiation of “No Christmas” School Policy Through Subversive Literacy Practices

Chinese Kindergarten Teachers’ Opinions on Advanced Technology Use

What’s the Difference? Interactive Book Reading With At-Risk and Not-At-Risk 1st- and 2nd-Graders

Early Childhood Robotics: Children’s Beliefs and Objective Capabilities to Read and Write Programs

Volume 38, No 1

Reliability Testing of the Reasonable Adjustments for Inclusive Education Rating Scale

Predicting Reading Achievement Through Progress Monitoring in Elementary School

Child-Centered and Teacher-Directed Practices in Two Different Countries: A Descriptive Case Study in Finnish and Japanese Grade 1 Classrooms

A Systematic Review of Curiosity and Wonder in Natural Science and Early Childhood Education Research

The Development of the Perceptions of Childhood Scale

How Early Head Start Home Visitors Foster or Impede Shared Decision-Making with Families

First-Year Teachers’ Challenges With Implementing Developmentally Appropriate Practices in Their Public School Classrooms

Using Wordless Picturebooks to Promote Bilingual Students’ Translanguaging Practices

A Pilot Math Anxiety Storybook Approach to Normalize Math Talk in Children and to Support Emotion Regulation

Volume 37, Issue 4

Home Learning Environments During the COVID-19 Pandemic: Caregivers’ and Children’s Perceptions

A Convergent Parallel Mixed-Methods Study of Screen Time and Social Behaviors in Early Childhood

Mediating Learning in the Zones of Development: Role of Teacher and Kindergartner Talk-Turns During Read-Aloud Discussions

An Intervention Program Based on the Syllabic Method for Enhancing Early Literacy in Preschool Children

Elementary Schooling Across Borders: Refugee-Background Children’s Pre- and Post-Migration Experiences

The Situation Matters! The Effects of Educator Self-Efficacy on Interaction Quality in Child Care

Indian Primary Grade Teachers’ Perceptions About Internal and External Barriers to Remote Instruction: A Phenomenological Inquiry

Toward the Improvement of Inclusive Education for Students With Disabilities via Online Intervention: Feasibility Randomized Controlled Trial in Australia

Class-Based Cognitive Reinforcement (CORE) Improves Executive Functions in Preschoolers

Volume 37, Issue 3

Gaining Insights Into the Education of Vulnerable Students: Services in Schools and Beyond

Digital Storytelling of Two “Underperforming” and “Misbehaving” Boys of Color in a 2nd-Grade Classroom

All It Takes for a Teacher Is to Know the Children? An Empirical Study on Increasing Child Development in Vietnamese Preschools

Evidence-Based Educational Practices for Working With Refugee Children

Collective Stories of Voice and Influence: Weaving Together Stories and Cultures for a World on the Move

Improving Vulnerable Populations’ Emergent Reading Outcomes by Training Preservice Teachers in an Evidence-Based Program

Creating an Adaptable Literacy Tutoring System for Elementary-Age Students in New York City Foster Care

Examining the Prevalence Rates of Autism Diagnosis by Race/Ethnicity for Medicaid-Eligible Children Enrolled in NYC Universal Pre-Kindergarten Programs

Volume 37, Issue 2

A Novel Computer-Based Assessment Tool for Evaluating Early Literacy Skills in Italian Preschoolers

Exploring Play, Executive Function, and Academic Achievement in Two Title I Kindergartens

Schoolchildren’s Experience of Engaging in A Lust for Life Schools Programme

Equipping EI Practitioners in Using PBS Strategies to Support Families With Addressing Challenging Behaviors: A Mixed Methods Pilot Study

Characteristics of Teacher-Nominated Shy Students in Norwegian Elementary Schools

Promoting Inhibitory Control in Preschool Children Through Music-Movement Activities in the Classroom

Tian Shi (Timing) Di Li (Context) Ren He (Human Capital): A New Theoretical Framework for Analyzing the Implementability of Imported Early Childhood Practices and Making a Case for a Hybrid Model

Measuring Digital Home Numeracy Practice: A Scale Development and Validation Study

A Scoping Review of Studies on Coding Curriculum in Early Childhood: Investigating Its Design, Implementation, and Evaluation

Volume 37, Issue 1

Child-Centered Multimethod Design: An Approach to Social Representations in Childhood Education

Back-to-Back Teaching: A Practice-Based Approach for Preparing Early Childhood Teacher Candidates

Educators’ Self-Efficacy to Promote Physical Activity and Outdoor Play and Minimize Sedentary Behaviors in Childcare: A Tool Validation Study

A Qualitative Study of Kindergarten Teachers’ Perceptions About the Influences of Professional Learning on Their Implementation of Guided Play

Toward a Holistic Pedagogical Approach in K-6 Education: Evidence From a Multiple-Case Study in Spain

Social Challenges Facing Women as Educators and Mothers

Trauma, Burnout, and Resilience of Syrian Primary Teachers Working in a War Zone

Exploring the Use of Teacher Third-Position Support of Multilingual and Monolingual Children: A Multiple Case Study in Kindergarten Classrooms

Parental Expectations and Home Literacy Environment: A Questionnaire Study of Chinese-Norwegian Dual Language Learners

Journal of Research in Childhood Education

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