|Research in Early Childhood Teacher Domain-Specific Professional Knowledge – A Systematic Review
Compared with other subjects, mathematics dominates in research on early childhood teachers’ content knowledge and how ECE teachers convey that knowledge to children, a study found.
Researchers in Germany reviewed studies on how content knowledge and pedagogical content knowledge of math, science and literacy are represented in relation to early childhood pre- and in-service teachers.
Simone Dunekacke of Freire University in Berlin and Julia Barenthien of University of Hamburg found that math was the subject most investigated, and that the majority of studies focused on in-service teachers rather than pre-service teachers. Read the abstract here.
Coaching Teachers to Improve Students’ School Readiness Skills: Indirect Effects of Teacher-Student Interaction
Researchers from the University of Virginia found that pre-K teachers who underwent MyTeachingPartner coaching improved in instruction interactions, which, in turn, predicted bigger increases in students’ early literacy and working memory. Robert C. Pianta, Daniel Lipscomb, and Erik Ruzek said “results confirm the theory of change for coaching and an ecological-developmental conceptualization of school readiness.” They examined data on 393 pre-K teachers and 1,570 students from 10 urban districts in the eastern U.S. The information was collected during the 2008–2009 and 2009–2010 school years. Read the abstract here.
Exclusionary Discipline in U.S. public schools: A Comparative Examination of Use in Pre-Kindergarten and K-12 Grades
In both pre-K and K-12 schools, exclusionary discipline was used more for boys than girls and Black students compared to white, a study found. While most schools didn’t use exclusionary discipline, “when they did, they did so at higher rates,” wrote Richard A. Fabes, Matthew Quick, Evandra Catherine and Aryn Musgrave of Arizona State University.
Charter schools were more likely to use exclusionary discipline, they reported. In public schools, researchers found rates of exclusionary discipline were 10 times higher in grades K-12 than pre-K. The research was supported by a grant from the Administration of Children and Families. Read the abstract here.
‘The Digital Book Project’: Empowering Preservice Teachers in Early Childhood Education with a Repertoire of Children’s Books
A study examined the impact of having pre-service teachers choose stories from digital libraries to use in early childhood classrooms. Teachers in training participated in a digital book project that involved building “a repertoire of high-quality children’s literature” they could use once they became teachers.
Researchers Susanne E. Metschera of Monroe College in New York and Kevin Wong of Pepperdine University in California said the study “investigates how leveraging technology can support teacher candidates’ appreciation for diverse books from a broad range of genres, and how that might influence their selection and instructional application of children’s literature in their future classrooms.” Read the abstract here.
Racial Discrimination, Mental Health, and Parenting among African American Mothers of Preschool-Aged Children
African American mothers who experienced racial discrimination had heightened parental stress, which could affect children’s social-emotional and behavioral development, researchers reported. The study was a secondary data analysis of a longitudinal cohort study that involved 250 African American mothers with children ages 3 to 5.
More than half the participants reported at least one experience of racial discrimination, the study showed. The authors found racial discrimination has harmful intergenerational effects on African Americans, and that individual coping strategies “are inadequate for addressing the harmful effects of racial discrimination on parenting.”
The study was conducted by: Eileen M. Condon of Yale School of Nursing in Connecticut; Veronica Barcelona and Jacquelyn Y. Taylor of Columbia University in New York; Bridget Basile Ibrahim of the University of Minnesota School of Public Health; and Cindy A. Crusto of the Yale School of Medicine. Read the study here.
The Occurrence of Internalizing Problems and Chronic Pain Symptoms in Early Childhood: What Comes First?
Children who internalized problems at age 3 were more likely to have chronic pain at age 6, a study found. Chronic pain, in contrast, was not a predictor of a child subsequently internalizing problems.
The study involved nearly 4,000 preschoolers, with mothers assessing their child’s experienced pain and internalizing problems at 3 and 6 years. (Fathers also provided feedback at age 3.) At baseline, 2.7% of 3-year-olds had chronic pain; at age 6, the prevalence was 8%.
The results highlight “the importance for comprehensive assessment of psychiatric problems contributing to the manifestation of chronic pain,” the authors wrote. The study was authored by: Gerasimos Kolaitis and Foivos Zaravinos-Tsakos of the National and Kapodistrian University of Athens in Greece; Jan van der Ende, Tonya White and Ivonne Derks of The Generation R Study Group in the Netherlands; Frank Verhulst of the Child and Adolescent Mental Health Center in Copenhagen, Denmark; and Henning Tiemeier of Erasmus University Medical Center in the Netherlands. Read the abstract here.
Do Shy Preschoolers Interact Differently When Learning Language With a Social Robot? An Analysis of Interactional Behavior and Word Learning
Shy preschoolers were less expressive interacting with a social robot than other children, but over four sessions learned words the robot was teaching as well, a study found.
The researchers assessed the temperament of 28 preschoolers, ages 4 and 5, and compared how the children interacted with the social robot during a word-learning session. “Shy children not only interacted differently with a robot compared to nonshy children, but also changed their behavior over the course of the sessions,” wrote Nils F. Tolksdorf, Franziska E. Viertel and Katharina J. Rohlfing of Paderborn University in Germany. Read the abstract here.