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Journal articles on the topic 'Infant classrooms'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Genjo, Kahori. "Assessment of Indoor Climate for Infants in Nursery School Classrooms in Mild Climatic Areas in Japan." Buildings 12, no. 7 (July 20, 2022): 1054. http://dx.doi.org/10.3390/buildings12071054.

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In Japan, the standard of indoor climate in nursery school classrooms has not been established, and the control and maintenance of indoor climate in the classrooms are entrusted to individual childminders. Therefore, indoor climate in nursery school classrooms was measured to prepare fundamental information for proper environmental design and environmental control, considering infants’ comfort and health. The climate of 0-year-old and 1-year-old children’s rooms in 15 nursery schools located in mild climatic areas in Japan were measured in the summer and winter over four years. Consequently, a lower average temperature was found during winter at lower heights at which infants spend time and indoor air quality was found to be poor in both summer and winter due to a lower ventilation rate in some classrooms with a smaller area per infant compared to the minimum standards for child welfare institutions. One classroom with an average CO2 concentration of over 1500 ppm was found in both summer and winter due to less ventilation. Illumination less than 300 lx in one-third of the studied classrooms and high equivalent noise level in most classrooms were measured. The need for indoor environmental standards was indicated in terms of infants’ comfort and health.

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2

King, Elizabeth K., Rebekah C. Pierro, Jiayao Li, Mary Lee Porterfield, and Lia Rucker. "Classroom quality in infant and toddler classrooms: impact of age and programme type." Early Child Development and Care 186, no. 11 (February 2, 2016): 1821–35. http://dx.doi.org/10.1080/03004430.2015.1134521.

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3

Morgan, Valerie, and Seamus Dunn. "Chameleons in the Classroom: visible and invisible children in nursery and infant classrooms." Educational Review 40, no. 1 (January 1988): 3–12. http://dx.doi.org/10.1080/0013191880400101.

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4

Hestenes, Linda L., Deborah J. Cassidy, Archana V. Hegde, and Joanna K. Lower. "Quality in Inclusive and Noninclusive Infant and Toddler Classrooms." Journal of Research in Childhood Education 22, no. 1 (September 2007): 69–84. http://dx.doi.org/10.1080/02568540709594613.

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Rimm-Kaufman, Sara E., and Jerome Kagan. "Infant Predictors of Kindergarten Behavior: The Contribution of Inhibited and Uninhibited Temperament Types." Behavioral Disorders 30, no. 4 (August 2005): 331–47. http://dx.doi.org/10.1177/019874290503000409.

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This study examines infant temperament (inhibited and uninhibited styles) as a predictor of behavior in the kindergarten classroom. Thirty-one kindergarten children were observed in their classrooms for approximately 1.5 hours on each of four occasions between September and January. Fourteen children (8 girls, 6 boys) had been classified as high reactive at 4 months of age and inhibited at 14 and 21 months; 17 (7 girls, 10 boys) were low-reactive at 4 months, and uninhibited at 14 and 21 months. Modest evidence for continuity in temperament was found, and, as predicted, differences were most apparent for classroom behaviors that might be stressful for socially inhibited children. The results show some differences between girls and boys and describe trends in classroom behavior as children make the transition to kindergarten. These findings identify temperament as a factor that influences children's adjustment to kindergarten and contributes to a body of work that identifies early risk factors for later behavioral problems.

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6

Morgan, Valerie, and Seamus Dunn. "Management strategies and gender differences in nursery and infant classrooms." Research in Education 44, no. 1 (November 1990): 81–91. http://dx.doi.org/10.1177/003452379004400107.

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7

Tunstall, Pat. "Assessment discourse and constructions of social reality in infant classrooms." Journal of Education Policy 16, no. 3 (May 2001): 215–31. http://dx.doi.org/10.1080/02680930110041033.

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8

Martínez, Lorena, and Paz Peña. "Gender Equity in Classrooms. Do we educate for it?" Ehquidad Revista Internacional de Políticas de Bienestar y Trabajo Social, no. 19 (January 15, 2022): 221–48. http://dx.doi.org/10.15257/ehquidad.2023.0010.

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The present investigation arises to know the educational reality related to the existence (or not) of sexist traits in boys and girls in the Early Childhood and Primary Education stage. It will be analyzed whether the family, educational and social context influences the children's conception of these traits, carrying out quantitative questionnaires for infant, first, second and third cycle primary school students and teachers, to find out their opinions and their approach in schools. These forms will be made by Google Form for the primary stage and teachers and paper questionnaires for the infant stage, aimed at corroborating or not, the problem, the objectives and the hypotheses raised, to two concerted schools, SAFA from Úbeda and from Villanueva del Arzobispo and a public one, Father Manjón de Sorihuela del Guadalimar. From the analysis of the results, we reach a series of conclusions that confirm that there are indeed sexist conceptions of gender both in Early Childhood Education and in Primary Education, and that despite the fact that there is a large part of the teaching staff committed to this issue, there is still much work to be done, being of special importance the cooperation between country, family, society and school.

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9

Torrance, Harry, and John Pryor. "Investigating Teacher Assessment in Infant Classrooms: methodological problems and emerging issues." Assessment in Education: Principles, Policy & Practice 2, no. 3 (November 1995): 305–20. http://dx.doi.org/10.1080/0969595950020305.

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10

Scrivens, G. I. "Taking the 'I' out of SQUIRT: Sustained Silent Reading in Infant Classrooms." Early Years 11, no. 1 (September 1990): 18–22. http://dx.doi.org/10.1080/0957514900110106.

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11

Maras, Elly Q., Sarah N. Lang, and Sarah J. Schoppe-Sullivan. "An observational assessment of parent–teacher cocaring relationships in infant–toddler classrooms." European Early Childhood Education Research Journal 26, no. 2 (March 2, 2018): 212–28. http://dx.doi.org/10.1080/1350293x.2018.1442033.

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12

Horm, Diane M., Nancy File, Donna Bryant, Margaret Burchinal, Helen Raikes, Nina Forestieri, Amy Encinger, and Alan Cobo-Lewis. "Associations between continuity of care in infant-toddler classrooms and child outcomes." Early Childhood Research Quarterly 42 (2018): 105–18. http://dx.doi.org/10.1016/j.ecresq.2017.08.002.

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13

Mtetwa, David K. J. "Some characteristics of mathematics teaching in Zimbabwean infant and primary school classrooms." International Journal of Early Years Education 13, no. 3 (January 2005): 255–64. http://dx.doi.org/10.1080/09669760500295912.

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14

Ferjan Ramírez, Naja, Kaveri K. Sheth, and Patricia K. Kuhl. "The Effects of Age, Dosage, and Poverty on Second Language Learning through SparkLingTM in Infant Education Centers in Madrid, Spain." International Journal of Environmental Research and Public Health 18, no. 23 (December 3, 2021): 12758. http://dx.doi.org/10.3390/ijerph182312758.

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The first 1000 days represent a unique window of opportunity for second language learning. In two recent studies we demonstrated that Spanish infants’ use of second-language (L2) English productive vocabulary and early utterances rapidly increased through the play-based, interactive and highly social SparkLingTM Intervention, which consists of an evidence-based method and curriculum stemming from decades of research on infant language development. Analyzing an expanded and more diverse sample of Spanish infants (n = 414; age 9–33 months) who received the SparkLingTM Intervention, this study examines the variability in L2 production, which was assessed via first-person LENA audio recordings. Infants’ age significantly and positively correlated with L2 production, demonstrating an advantage for older infants in the sample. While overall socioeconomic status (SES) was not related to L2 production, very young infants (under two years) who lived in high poverty homes showed faster increases in English production compared to peers who lived in moderate poverty homes. Infants’ attendance in the program (“dosage”) was also predictive of their L2 production outcomes. Infants across SES have the capacity to begin acquiring two languages in early education classrooms with SparkLingTM through one-hour/day sessions in social environments that engages them through frequent high-quality language input.

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15

Swinson, Jeremy, and Alex Harrop. "The Differential Effects of Teacher Approval and Disapproval in Junior and Infant Classrooms." Educational Psychology in Practice 17, no. 2 (June 2001): 157–67. http://dx.doi.org/10.1080/02667360120059355.

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Lundquist, Alexandra, Brent A. McBride, Barbara H. Fiese, Sharon M. Donovan, Karen Chapman-Novakofski, Lauren Castaneda, and Kennedy Davis. "P95 An ECE-Specific Responsive Feeding Observational Measure for Use in Infant Classrooms." Journal of Nutrition Education and Behavior 51, no. 7 (July 2019): S75—S76. http://dx.doi.org/10.1016/j.jneb.2019.05.471.

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17

Harrop, Alex, and Jeremy Swinson. "Natural rates of approval and disapproval in British infant, junior and secondary classrooms." British Journal of Educational Psychology 70, no. 4 (December 2000): 473–83. http://dx.doi.org/10.1348/000709900158236.

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Harrop, Alex, and Jeremy Swinson. "Natural rates of approval and disapproval in British infant, junior and secondary classrooms." DECP Debate 1, no. 98 (June 2001): 25–27. http://dx.doi.org/10.53841/bpsdeb.2001.1.98.25.

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19

Barandiaran, Alexander, Alexander Muela, Elena López de Arana, Iñaki Larrea, and José R. Vitoria. "Conducta de exploración, bienestar emocional y calidad del cuidado en educación infantil." Anales de Psicología 31, no. 2 (April 25, 2015): 570. http://dx.doi.org/10.6018/analesps.31.2.171551.

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<p>The aim of this study was to examine the relation between the process and the structural childcare quality and children exploration behaviour in infant centres. The study also examines how the quality affects the relation between children´s wellbeing and exploration. 206 children of 40 classrooms of 20 day care centres were included in the sample together with the teacher of each classroom. The children´s age range was between 37 and 64 months (<em>M </em>= 50.96, <em>SD</em> = 6.54). Results indicated that children with more sensitive teachers showed higher exploration. However, there was no moderate effect of the sensitivity concerning the positive relation between exploration and well-being. Finally, although to a lesser extent, some factors associated to structural quality also influenced exploration.</p>

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20

Tanyel, Nur, and Herman T. Knopf. "Does using digital media in assessment affect teacher practices in infant and toddler classrooms?" International Journal of Early Years Education 19, no. 3-4 (September 2011): 297–311. http://dx.doi.org/10.1080/09669760.2011.644923.

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21

Barros, Sílvia, Joana Cadima, Ana Isabel Pinto, Donna M. Bryant, Manuela Pessanha, Carla Peixoto, and Vera Coelho. "The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education." Research Papers in Education 33, no. 4 (July 18, 2017): 427–51. http://dx.doi.org/10.1080/02671522.2017.1353676.

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22

Norris, Deborah J. "Raising the Educational Requirements for Teachers in Infant Toddler Classrooms: Implications for Institutions of Higher Education." Journal of Early Childhood Teacher Education 31, no. 2 (May 10, 2010): 146–58. http://dx.doi.org/10.1080/10901021003781221.

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23

Custodio Espinar, Magdalena, and José Antonio Gómez Cortés. "Self-evaluation and observation: A proposal to promote CLIL teacher training at Infant Education." Innovaciones Educativas 23, no. 35 (December 2, 2021): 35–54. http://dx.doi.org/10.22458/ie.v23i35.3496.

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The Bilingual Program of the Community of Madrid (BPCM), Spain, started offering Content and Language Integrated Learning (CLIL), in English, at Primary Education in 2004, at Secondary in 2010, and at Infant Education (3–6-year-old students) in 2017. This approach requires multiskilled practitioners, highly trained in the CLIL methodological principles, to ensure the planning and delivery of effective lessons. However, CLIL teacher training is deficient and needs to be boosted through alternative proposals. This work analyses the potential of a checklist for self-evaluation and observation of CLIL teachers at Infant Education. It is an exploratory research that presents a case study in two Infant Education classrooms in which CLIL is taught by the same teacher. The data collection includes linguistic data collecting techniques such as the checklist for the observer and for the teacher, an observation protocol, transcripts of the interviews, among others. Results from the qualitative analysis of the Infant teacher self-evaluation and the observer showed that a never-ending-teacher-development-awareness to promote teachers to manage their experience adequately was stimulated, and it was likely to open the door to innovation in educational trends (CLIL) in order to offer a solid respond for their professional needs. It also proved to identify the actual CLIL training needs of the Infant teacher and unveiled her thoughts and practice in her bilingual classes. Therefore, it can be concluded that the self-evaluation checklist can be a useful instrument likely to shed some light on the complex phenomenon of in-service CLIL teacher training.

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24

Ruiz-Ramos, Maria, and Zoyah Kinkead-Clark. "An Action Research on The Effectiveness of Technology as a Teaching Tool Utilized By Teachers in Developing Students’ Interest and Mathematics Performance." Caribbean Journal of Education 43, no. 2 (September 15, 2022): 133–60. http://dx.doi.org/10.46425/c064302h7438.

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The goal of this action research was to investigate and gather data concerning the effectiveness of technology as a mathematics teaching aid in an Early Childhood Classroom (ECE) at a school in Belmopan, Belize. It aims to understand (1) to what extent the use of technology as a teaching aid increase 12 students’ academic performance and (2) to investigate to what extent the use of tablets aid in stimulating students’ interest as they gain new knowledge and skills about Mathematics topics. The research was planned and conducted over a fiveweeks span in an Infant Two class. Data wascollected via pre and post-test along with structured Mathematics lessons taught during the assigned period, the use of observation checklist and the teachers’ lessons evaluation aid in providing validity to the data compiled. In this study, it is evident that studentsprefer the use of technology in teaching mathematics over the traditional way of teaching. The researcher concluded that through the use of technology teachers can create child-centered classrooms to stimulate students’ interest in learning mathematics as well as increase their academic performance.

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Swartz, Mallary I., and M. Ann Easterbrooks. "The Role of Parent, Provider, and Child Characteristics in Parent–Provider Relationships in Infant and Toddler Classrooms." Early Education and Development 25, no. 4 (January 13, 2014): 573–98. http://dx.doi.org/10.1080/10409289.2013.822229.

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26

Wu, Ming-Hsuan, and Sonna L. Opstad. "Changing Worlds, Changing Classrooms: Satellite Children and their Teachers in the Transnational Era." Journal of Multilingual Education Research 11 (November 30, 2021): 35–57. http://dx.doi.org/10.5422/jmer.2021.v11.35-57.

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The challenges for immigrants in the US and Canada include the difficulties of making a living while raising their children. Due to the high cost of living and childcare in cities, along with the realities of low paying jobs and long working hours among many working-class immigrants, growing numbers of families send their infant children to their countries of origin to be raised by relatives for a few years. When the children reach school age, they are returned to their parents in the US. Prior research has focused on immigrant parents’ decision-making rationale and their reports of adjustments that children went through. Informed by a critical theoretical framework and culturally sustaining pedagogy, this paper investigates elementary school teachers’ understandings of the transnational experiences of their Chinese “satellite children.” Interview data from a qualitative study at an East Coast urban school serving a growing Chinese community, where this transnational practice is the norm, reveal challenges and opportunities that the return of these children presents for their parents, their teachers, and for the children themselves. We argue that a culturally sustaining approach is critically needed to better serve this community and student population.

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이선희 and 이승연. "An Analysis of Infant-Teacher Interactions and Teachers' Sensitivity During Free Play Time in One-year-old Classrooms." Journal of Korean Teacher Education 28, no. 1 (March 2011): 163–89. http://dx.doi.org/10.24211/tjkte.2011.28.1.163.

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28

Llamas Salguero, Fátima, Pilar Martín Lobo, Silvia Pradas Montilla, and Marta Gil Nájera. "Study of the attitude of students towards new technological contexts and neuroscience progress." Ingeniería Solidaria 13, no. 21 (January 1, 2017): 27–36. http://dx.doi.org/10.16925/in.v13i21.1725.

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Introduction: Technology and Neuroscience have formed a strong collaboration to improve education. The effective use of information and communication technologies (ict) in education practice requires that both students and teachers maintain a positive attitude towards these technologies, and develop their use in educational contexts to update teaching methodologies based on educational neuroscience and neuropsychology. Thus, the use of ict requires a positive attitude when using these tools during the teaching-learning process, as a starting point to improve the quality of the process. The article was written in the year 2016 in the faculty of Education of the Universidad Internancional de la Rioja. Methodology: The aim of this study is to analyze the student´s attitudes towards the use of new technologies in primary school classrooms. We designed a questionnaire and gave it to 1,770 students aged 11 and 12 years from 50 ceip (Infant and Primary schools). Results: In general, the results show that whilst students of 11 and 12 years do not show a rejection of the use of ict, a low percentage demonstrate that they would prefer to use them in a group. Conclusions: An adequate use of ict in the classroom would depend on the predisposition of the students, and the knowledge of the technologies and their use by teachers and students. Therefore, it is recommended for ict to be implemented in the classroom in order to improve the teaching-learning process and to incorporate new methodologies from neuroscience research.

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West, Christine, and Kevin Wheldall. "Waiting for Teacher: the frequency and duration of times children spend waiting for teacher attention in infant school classrooms." British Educational Research Journal 15, no. 2 (January 1989): 205–16. http://dx.doi.org/10.1080/0141192890150208.

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30

Long, Toby, Clare Westerman, and Nadia Ferranti. "Children with Disabilities Attending Montessori Programs in the United States." Journal of Montessori Research 8, no. 2 (December 19, 2022): 16–32. http://dx.doi.org/10.17161/jomr.v8i2.18639.

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Early childhood education plays a critical role in establishing positive social-emotional behaviors and promoting the development of skills needed to succeed in elementary school. Although inclusion of children with disabilities (CWD) in early childhood classrooms is increasing throughout the world, numerous social, logistical, and political factors continue to present challenges to full inclusion. The Montessori educational approach, established at the beginning of the 20th century and now applied widely throughout Europe and the United States, may present a highly suitable learning context for CWD, particularly given its historical basis in efforts to meet the needs of underprivileged and cognitively delayed children. On a theoretical level, the inclusion of CWD should be an accepted practice for Montessori programs yet reports of the number and characteristics of CWD attending Montessori programs are scarce. This paper reports upon the findings of a survey of U.S. Montessori early childhood programs’ current enrollment of CWD. The survey indicated that CWD represent 3.75% of the infant and toddler (0–3 years) population and 8.49% of the preschool/early childhood (3–6 years) population at responding institutions. Additionally, although school directors indicate that their teachers generally feel confident and competent including CWD in their classrooms, they expressed a need for ongoing professional development and additional support from special education experts to further empower the inclusion of CWD in all aspects of Montessori education.

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Murphy, Brian. "Social interaction and language use in Irish infant classrooms in the context of the revised Irish Primary School Curriculum (1999)." Literacy 38, no. 3 (October 29, 2004): 149–55. http://dx.doi.org/10.1111/j.1741-4350.2004.00387.x.

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Murphy, Brian. "Practice in Irish infant classrooms in the context of the Irish primary school curriculum (1999): Insights from a study of curriculum implementation." International Journal of Early Years Education 12, no. 3 (October 2004): 245–57. http://dx.doi.org/10.1080/0966976042000268717.

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33

Alghamdi, Amani K. H., Wai Si El-Hassan, Arif A. M. H. Al-Ahdal, and Ahmed A. Hassan. "Distance education in higher education in Saudi Arabia in the post-COVID-19 era." World Journal on Educational Technology: Current Issues 13, no. 3 (July 31, 2021): 485–501. http://dx.doi.org/10.18844/wjet.v13i3.5956.

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COVID-19 has changed the field of education. This paper aimed to re-envision the post-pandemic higher education landscape in Saudi Arabia. This study employed descriptive-qualitative research design. Twenty postgraduates completed a journal task at a public university in the Eastern Province of Saudi Arabia. The responses revealed their first-hand experience of multi-sectorial communities caused by the COVID-19 lockdown, including students, parents and teachers. Results showed that there are seven positive and eight negative impacts of emergency distance education caused by the pandemic lockdown and various themes have emerged, including Social and Educational. To succeed in the post-pandemic era, teachers need to acquire online pedagogical content knowledge and teaching strategies, conduct effective student evaluation and engage students in both virtual and in-person labs and classrooms. This study contributes to quality access of students toward online learning in countries, where distance education is still in its infant stage, such as Saudi Arabia. Keywords: Distance education, post-secondary education, teacher training, teaching strategies, networked learning

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34

Abril, Ana, and Matilde Peinado. "Nuevos horizontes familiares: Una reflexión en la formación inicial del profesorado." Profesorado, Revista de Currículum y Formación del Profesorado 22, no. 1 (March 1, 2018): 159–76. http://dx.doi.org/10.30827/profesorado.v22i1.9923.

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Resumen:La sociedad actual ha transformado la estructura familiar; las familias diversas (monoparentales, ensambladas, homoparentales, etc.) ya no son la excepción. Aunque la legislación española atiende esta realidad, todavía no se aborda abiertamente en las aulas, como ocurre en otros países. La normalización de los nuevos modelos familiares debe de gestarse desde edades tempranas y el profesorado (en concreto su formación) es una pieza clave para garantizar el éxito. En este trabajo se presentan, en primer lugar, las ideas previas de los futuros profesores de Educación Infantil sobre la diversidad familiar. A continuación, se muestra el análisis crítico de los futuros docentes hacia dos instrumentos complementarios que favorecen el trabajo inclusivo: el árbol genealógico y el “familyme”. Por último, se discuten los resultados desde el punto de vista de la formación del profesorado y de una posible implementación en las aulas de infantil. Abstract:Modern society has transformed family structure. Diverse families are no longer the exception (single parents, homosexual parents, step families, etc.). Although Spanish legislation reflects this fact, it does not openly address it in the classroom as is the case in other countries. The standardisation of new family structures should be nurtured from a young age and teachers are a key element in guaranteeing that it is done successfully (especially through their training). Firstly, this study outlines the beliefs of future Early Childhood Education teachers on the subject of family diversity. The following critical analysis carried out by future teachers is set out regarding two complementary instruments which favour inclusive work: the family tree and the “familyme”. Lastly, results are discussed from a teacher training standpoint and from possible implementation within infant school classrooms.

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Abuelezam, Nadia N., Andrés Castro Samayoa, Alana Dinelli, and Brenna Fitzgerald. "Naming racism in the public health classroom." PLOS ONE 15, no. 12 (December 9, 2020): e0243560. http://dx.doi.org/10.1371/journal.pone.0243560.

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Objective The discussion of racism within undergraduate public health classrooms can be highly influenced by local and national conversations about race. We explored the impact of local and national events on students’ ability to name racism on a public health exam highlighting the impact of racism on maternal and infant health disparities for Black mothers. Methods We undertook this research within the context of an undergraduate introductory public health course at a primarily white institution in the Northeastern part of the United States. A qualitative content analysis of undergraduate student responses to a final exam question soliciting the importance of racism to health outcomes among Black mothers in the United States was undertaken. ANOVA tests were run to assess differences on naming racism, using semantic alternatives, and providing alternative explanations during three main time periods: prior to the election of the 45th president of the United States (pre-Trump), after the election (post-Trump), and after a nationally recognized racist campus incident. Results Between the pre- and post-Trump periods we see no differences in naming racism or providing alternative explanations. We do see a reduction in the proportion of students providing semantic alternatives for racism in the post-Trump period (32.2 vs. 25.2%, p = 0.034). After the racist campus incident, we see increases in the proportion of students naming race (53.6 vs. 73.8%, p = 0.021) and decreases in the proportion providing an alternative explanation (43.1 vs. 12.9%, p = 0.004), but no differences in the proportion of students who used semantic alternatives. Discussion This work lends itself to our understanding of how local climate affects public health teaching and may also influence students’ learning about important social and structural determinants of health. National and local climate should frame and guide public health teaching.

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L., J. F. "DOLLS FROM HELL." Pediatrics 97, no. 3 (March 1, 1996): 317. http://dx.doi.org/10.1542/peds.97.3.317.

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Wanna have a kid, kid? Baby Think It Over will make you think twice. . . On a May evening in 1993, Richard and Mary Jurmain watched a television documentary on teenage pregnancy. The camera followed students who were given bags of flour or eggs to carry around for several days. The idea was to teach teenagers how delicate infants are and how much care they require. The implied moral: Young people should think long and hard before becoming parents. . . . Why not try to produce a realistic doll to teach teenagers about the responsibilities of parenting? . . . Jurmain produced his prototype doll. It weighed 6 pounds 8 ounces, measured 20½ inches long, and wailed like a real infant. He named the product Baby Think It Over. Baby Think It Over dolls are usually assigned to students in a high school home economics or health class for a few days. Increasingly, teachers are introducing the dolls into junior high classrooms. The doll comes in white, black, Hispanic and Asian versions, and both sexes. The Jurmains also sell a "crack baby" model that simulates the violent shaking and incessant crying of a baby born dependent on drugs because the mother used them during pregnancy. The crack baby dolls are especially difficult to soothe. Teachers say that a few students have stabbed their dolls, hurled them out of windows and ripped the electronic circuitry out in order to quiet the crying. These students flunk the assignment, of course, and are usually recommended for counseling. Rick Jurmain updated the circuitry of the doll this fall so that a digital readout can now tell a teacher how much abuse—rough shaking, say, or dropping—the doll suffered . . . Jurmain says he's found a way to make the next generation of dolls wet.

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Lee, Misun, and Hye Jung Hwang. "The Effect of Teacher-Infant Interaction and the Multiple Mediation of Classroom Environment on the Effect of Infant Teacher Expertise, Teaching Creativity, and Play Beliefs on Play Teaching Efficacy." Family and Environment Research 60, no. 1 (February 21, 2022): 87–98. http://dx.doi.org/10.6115/fer.2022.006.

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This study examined the relationships between teacher variables that improve the efficacy of the play teaching of infants and toddlers following a play-oriented curriculum. The participants were 287 infant teachers. The results were as follows. First, the independent variables had a significant effect on the efficacy of play teaching, teacher-infant interaction, and classroom environment. Second, the mediating effects of teacher-infant interaction and classroom environment on the effect of independent variables on the efficacy of play teaching were as follows. The interaction mediating effect between professionalism and play belief was significant, but teaching creativity was found to be significant. In the mediating effect of the classroom environment, expertise, play belief, and teaching creativity were found to be significant. Third, both teacher-infant interaction and the multimedia effect of the classroom environment were statistically significant in mediating the effect of independent variables on the efficacy of play teaching. These results provide basic data on the necessity for teacher education to explore ways to improve teachers' sense of efficacy in teaching play and their teaching skills.

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Na, Muzi, Sally G. Eagleton, Lamis Jomaa, Kristen Lawton, and Jennifer S. Savage. "Food insecurity is associated with suboptimal sleep quality, but not sleep duration, among low-income Head Start children of pre-school age." Public Health Nutrition 23, no. 4 (November 28, 2019): 701–10. http://dx.doi.org/10.1017/s136898001900332x.

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AbstractObjective:To examine the association between food insecurity and child sleep outcomes and to investigate whether parent psychosocial factors mediate such associations.Design:Cross-sectional study. Usual wake time and bedtime, bedtime routine and sleep quality were reported by parents using the adapted Brief Infant Sleep Questionnaire. Food insecurity was assessed using the eighteen-item US Department of Agriculture Household Food Security Module. Parent psychosocial factors, including perceived stress, parenting self-efficacy and depressive symptomology, were assessed using validated scales. Multivariable logistic regression models were performed to determine the association between food insecurity and sleep outcomes controlling for potential confounders. Mediation analyses and Sobel tests were applied to test the mediating effect of psychosocial factors.Setting:Head Start pre-school classrooms in four regions across central Pennsylvania, USA.Participants:Low-income children of pre-school age (n 362) and their caregivers.Results:Prevalence of household, adult and child food insecurity was 37·3, 31·8 and 17·7 %, respectively. Food security status at any level was not associated with child sleep duration or bedtime routine. Child food insecurity, but not household or adult food insecurity, was associated with 2·25 times increased odds (95 % CI 1·11, 4·55) of poor child sleep quality in the adjusted model. Perceived stress, self-efficacy and depressive symptomology mediated less than 2 % of the observed effect (all Sobel test P > 0·6).Conclusion:Food insecurity, particularly at the child level, is a potential modifiable risk factor for reducing sleep-related health disparities in early childhood. Future studies are needed to explore the plausible mechanisms underlying the associations between food insecurity and adverse child sleep outcomes.

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Linsell, Louise, Samantha Johnson, Dieter Wolke, Helen O’Reilly, Joan K. Morris, Jennifer J. Kurinczuk, and Neil Marlow. "Cognitive trajectories from infancy to early adulthood following birth before 26 weeks of gestation: a prospective, population-based cohort study." Archives of Disease in Childhood 103, no. 4 (November 16, 2017): 363–70. http://dx.doi.org/10.1136/archdischild-2017-313414.

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ObjectiveTo determine the trajectory of cognitive test scores from infancy to adulthood in individuals born extremely preterm compared with term-born individuals.DesignA prospective, population-based cohort study.Setting276 maternity units in the UK and Ireland.Patients315 surviving infants born less than 26 completed weeks of gestation recruited at birth in 1995 and 160 term-born classroom controls recruited at age 6.Main outcome measuresBayley Scales of Infant Development-Second Edition (age 2.5); Kaufman Assessment Battery for Children (ages 6/11); Wechsler Abbreviated Scale of Intelligence-Second Edition (age 19).ResultsThe mean cognitive scores of extremely preterm individuals over the period were on average 25.2 points below their term-born peers (95% CI −27.8 to −22.6) and remained significantly lower at every assessment. Cognitive trajectories in term-born boys and girls did not differ significantly, but the scores of extremely preterm boys were on average 8.8 points below those of extremely preterm girls (95% CI −13.6 to −4.0). Higher maternal education elevated scores in both groups by 3.2 points (95% CI 0.8 to 5.7). Within the extremely preterm group, moderate/severe neonatal brain injury (mean difference: −10.9, 95% CI −15.5 to −6.3) and gestational age less than 25 weeks (mean difference: −4.4, 95% CI −8.4 to −0.4) also had an adverse impact on cognitive function.ConclusionsThere is no evidence that impaired cognitive function in extremely preterm individuals materially recovers or deteriorates from infancy through to 19 years. Cognitive test scores in infancy and early childhood reflect early adult outcomes.

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Poulson, Louise. "Narrative in the Infant Classroom." English in Education 25, no. 2 (June 1991): 18–23. http://dx.doi.org/10.1111/j.1754-8845.1991.tb00103.x.

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Fernández Santín, Mercè, and Maria Feliu Torruella. "Reggio Emilia: An Essential Tool to Develop Critical Thinking in Early Childhood." Journal of New Approaches in Educational Research 6, no. 1 (January 15, 2017): 50–56. http://dx.doi.org/10.7821/naer.2017.1.207.

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We seem to have a problem in arts education at pre-school level: the lack of specific training for teachers teaching this subject to very young children. The future preschool teachers’ training seems to be focused on the teaching and learning aspects of artistic education however they receive little training on methodologies and philosophies. Therefore, when teachers have to face the classroom, the methodologies they use are usually quite traditional and do not favour the development of critical thinking skills in the students. There are different philosophies of arts education that might embed opportunities for reflection, art interpretation, experimentation, expression of emotions and feelings that if, in the case these philosophies, reach the classroom, may doubtlessly enrich the student’s artistic training. Thus a conceptual framework based on one of these philosophies, named Reggio Emilia, arises. A systematic review of the literature which has been developed by categorising criteria from research papers and from examples of good practices. This categorisation might allow us to establish a framework that can be useful in the classrooms and can establish parameters of action that may have an impact on students, teachers and teachers’ practice in general.

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French, J. Peter, and Roger Peskett. "Control instructions in the infant classroom." Educational Research 28, no. 3 (November 1986): 210–19. http://dx.doi.org/10.1080/0013188860280306.

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Pearce, Colby. "An integration of theory, science and reflective clinical practice in the care and management of attachment-disordered children: A Triple-A approach." Educational and Child Psychology 27, no. 3 (2010): 73–86. http://dx.doi.org/10.53841/bpsecp.2010.27.3.73.

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The formation of functional attachments is a critical developmental task of infancy and early childhood. Attachments play a significant role in the development of a child’s enduring beliefs about self, other and world (Attachment Representations). Infants become attached to the people who provide physical and emotional care on a continuous and consistent basis. Quality of care and the infant’s early experiences influence the type of attachment the infant develops. When care is grossly deficient and early experiences are characterised by physical and emotional distress, the infant’s attachment to its caregiver is also disturbed. Children who display markedly disturbed and developmentally inappropriate social relatedness in most contexts, and who have experienced grossly deficient care, might accurately be diagnosed with Reactive Attachment Disorder (RAD) or Disinhibited Attachment Disorder (DAD). Attachment-disordered children pose a substantial care and management challenge to all who care for and work with them in the home and educational contexts. Successful management of these children and the remediation of their attachment difficulties are predicated on understanding what function their apparently antisocial and defensive tendencies serve and approaches that support the development of functional attachments. Key roles are attributed to cortical arousal, attachment representations and beliefs about accessibility to needs provision in the diagnosis and remediation of attachment disorders. Drawing from observations of caregiving practices that promote functional attachments in infancy, strategies are presented for the home and classroom that address elevated cortical arousal levels, promote secure attachment representations and reassure the child regarding accessibility to needs provision.

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Biringen, Zeynep, Shannon Altenhofen, Jennifer Aberle, Megan Baker, Aubrey Brosal, Sera Bennett, Ellen Coker, et al. "Emotional availability, attachment, and intervention in center-based child care for infants and toddlers." Development and Psychopathology 24, no. 1 (January 31, 2012): 23–34. http://dx.doi.org/10.1017/s0954579411000630.

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AbstractAccording to data from the 1997 NICHD Study of Child Care, center-based child care can have deleterious effects on children's social–emotional development. We hypothesized that training child care professionals to develop positive relationships with children in their care would improve the quality of center-based child care. Thirty-three professional caregiver–child pairs participated in the intervention group and 24 professional caregiver–child pairs were assigned to a care as usual comparison group. The intervention consisted of an informational and a practice component with an emotional availability (EA) coach. The infants and toddlers (ages 11 to 23 months) in the classrooms were enrolled in the project only if they spent at least 20 hr per week in center-based care. The measures included were (a) the EA Scales, (b) the Attachment Q-Sort, and (c) the Classroom Interaction Scale. The intervention group professional caregiver–child relationships showed improvements on the EA Scales, Attachment Q-Sort, and the Classroom Interaction Scale from pre- to posttest, compared to the comparison group, who showed some decrements over a comparable period of time.

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Shin, Minsun. "Enacting caring pedagogy in the infant classroom." Early Child Development and Care 185, no. 3 (July 22, 2014): 496–508. http://dx.doi.org/10.1080/03004430.2014.940929.

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Horgan, Mary Anne. "Aspects of play in the junior infant classroom." Irish Educational Studies 10, no. 1 (March 1991): 67–81. http://dx.doi.org/10.1080/0332331910100110.

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Withers, R. A. "The Language of Motivation in the Infant Classroom." Educational Review 37, no. 3 (November 1985): 217–25. http://dx.doi.org/10.1080/0013191850370302.

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Gonulal, Talip. "Investigating the potential of humour in EFL classrooms: An attitudinal study." European Journal of Humour Research 6, no. 1 (June 13, 2018): 141. http://dx.doi.org/10.7592/ejhr2018.6.1.gonulal.

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Studies on humour have indicated that humour has a lot to offer to both language teachers and learners. Creating a positive classroom environment and lowering affective barriers to language learning are among the several effects of humour. However, the appreciation of humour can be culture-specific and context-dependent. For example, greater values may lie in the employment of humour in English as a foreign language (EFL) settings such as Turkey where the communicative-oriented teaching methods are still in their infancy stage. The current study, therefore, examined the potentials of humour from Turkish EFL learners’ perspective to elicit their opinions regarding the importance and potent roles of humour in EFL classrooms. In this attitudinal study, a mixed-methods design was used. A comprehensive humour perception questionnaire and semi-structured interviews were employed. Two hundred and fifty college EFL students completed the humour survey and eight of them participated in the follow-up interviews. The results indicated that Turkish college-level EFL students have largely positive attitudes towards using humour in English classrooms. Additionally, students considered humour as an effective pedagogical tool that can increase their attentiveness, attention span, confidence in English classrooms, and teacher-student solidarity, as well.

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Giraldo Urrego, Laura María. "Organization of Children’s Classroom Space and Associated Beliefs." Zona Próxima, no. 36 (January 24, 2022): 28–48. http://dx.doi.org/10.14482/zp.36.372.21.

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El artículo deriva de una investigación de corte cualitativo, con metodología Biográfico- Narrativo, realizada a fin de conocer y analizar las concepciones en torno a la organización espacial del aula infantil de veinte (20) maestros asentados en la provincia de Alicante, España, a través de entrevistas semiestructuradas. Si bien las transformaciones físicas que ha sufrido el aula no han sido desmesuradas, cuando hablamos en términos de organización, dotación y distribución interna, sí es posible hallar cambios significativos y ostensibles. Se encontró que las concepciones del espacio escolar y la organización espacial del aula del profesorado, se amparan bajo un enfoque constructivista que justifica, tanto sus razonamientos en cuanto a la organización de sus aulas por rincones de aprendizaje, como las dificultades que hallan, las soluciones que prevén y los argumentos para periódicamente reorganizar los espacios del aula.

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Easterbrooks, M. Ann, Jean-Francois Bureau, and Karlen Lyons-Ruth. "Developmental correlates and predictors of emotional availability in mother–child interaction: A longitudinal study from infancy to middle childhood." Development and Psychopathology 24, no. 1 (January 31, 2012): 65–78. http://dx.doi.org/10.1017/s0954579411000666.

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AbstractIn this investigation we examined the developmental correlates and predictors of maternal emotional availability in interactions with their 7-year-old children among a sample of families at psychosocial risk. We found developmental coherence in maternal interactive behavior, and in the relations between maternal emotional availability and children's functioning in middle childhood. Mothers and children were observed at home and in a laboratory playroom in infancy to assess maternal interactive behavior and child attachment security. When children were 7 years of age, dyads were observed in the lab; maternal emotional availability was coded using the Emotional Availability Scales, and children's disorganized and controlling attachment behavior was assessed. Classroom teachers reported on children's behavior problems; at age 8, children reported on their depressive symptoms. Results showed that aspects of maternal emotional availability (sensitivity, nonhostility, nonintrusiveness [passive/withdrawn behavior]) were associated with children's functioning in middle childhood: (a) controlling and disorganized attachment behavior, (b) behavior problems in school, and (c) self-reported depressive symptoms. Maternal emotional availability in childhood was predicted by early mother–infant relationship dysfunction (maternal hostility, disrupted communication, and infant attachment insecurity).

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