المؤلفون: Andrea Tamblyn (ORCID 0000-0002-0572-6033), Yihan Sun (ORCID 0000-0002-8944-3945), Angela North, Nicci Godsman, Crystal Boothby, Helen Skouteris, Claire Blewitt (ORCID 0000-0002-4990-2334)

المصدر: Australasian Journal of Early Childhood. 2024 49(2):140-154.

تمت مراجعته من قبل الزملاء: Y

Page Count: 15

الواصفات: Teacher Attitudes, Early Childhood Education, Preschool Teachers, Child Care, Social Emotional Learning, Building Design, Self Control, Barriers, Reflective Teaching, Teacher Collaboration, Educational Environment, Space Utilization, Foreign Countries, Sensory Experience, Physical Environment, Child Development

مصطلحات جغرافية: Australia

مستخلص: This study explored educators' perspectives on the role the physical and sensory Early Childhood Education and Care (ECEC) environment plays in supporting children's social and emotional development. Ten semi-structured interviews were conducted, in August 2022, at two ECEC sites in Victoria, Australia. Data were thematically analysed and key findings suggest children engage and interact with their environment to facilitate opportunities for social interactions and emotional regulation. Environmental stimuli can have a positive and negative influence on children's social and emotional competence. Educators reported lack of resources, building design, and limited staffing were barriers to using the environment. Reflective practice, collaboration within teams and services, and access to resources strengthened the use of the environment in everyday practice. Optimal environments rely on educator reflections and responsivity to adapt the environment to the needs of the children utilising the space.

Abstractor: As Provided

المؤلفون: Veldman, Sanne L. C. (ORCID 0000-0003-4876-1637), Hammersley, Megan L., Howard, Steven J. (ORCID 0000-0002-1258-3210), Stanley, Rebecca M., Okely, Anthony D., Jones, Rachel A. (ORCID 0000-0002-5384-1941)

المصدر: Australasian Journal of Early Childhood. Sep 2023 48(3):234-246.

تمت مراجعته من قبل الزملاء: Y

Page Count: 13

الواصفات: Psychomotor Skills, Self Management, Self Control, Executive Function, Preschool Children, Foreign Countries, Gender Differences, Short Term Memory, Spatial Ability, Motor Development, Norm Referenced Tests

مصطلحات جغرافية: Australia

معرفات التقييم و الدراسة: Test of Gross Motor Development

مستخلص: This study aimed to examine associations between gross motor skills and executive functions (EF) in a large sample of Australian preschool-aged children. Of 566 children (mean age = 3.2 ± 0.4 years, 51.2% girls), locomotor, object control, and total skill competence were significantly associated with visual spatial working memory and inhibition (p < 0.05). Total skill competence was associated with shifting and locomotor skills were significantly associated with self-regulation (p < 0.05). Static balance was significantly associated with inhibition and shifting (p < 0.05). In boys, an association between object control skills and visual spatial working memory was observed. In girls, an association between static balance and visual spatial working memory, phonological working memory, and shifting was observed. The identification of significant associations between gross motor skills and different EFs is an important contribution to the growing evidence on the relationship between motor skills and EFs in early childhood.

Abstractor: As Provided

المؤلفون: Walker, Sue (ORCID 0000-0002-7267-9978), Brownlee, Jo Lunn, Scholes, Laura (ORCID 0000-0002-8849-2825), Harris, Clare

المصدر: Australasian Journal of Early Childhood. Jun 2022 47(2):135-147.

تمت مراجعته من قبل الزملاء: Y

Page Count: 13

الواصفات: Correlation, Executive Function, Schemata (Cognition), Barriers, Play, Cognitive Ability, Freehand Drawing, Social Isolation, Epistemology, Metacognition, Self Control, Pictorial Stimuli, Early Childhood Education, Kindergarten, Inclusion, Student Attitudes, Foreign Countries, Task Analysis

مصطلحات جغرافية: Australia

مستخلص: Research shows that epistemic cognition can support reasoning about the inclusion of diverse children. We argue that, to engage in such reasoning, children need the capacity to consider and evaluate competing knowledge perspectives (epistemic cognition) and to be cognitively flexible. Cognitive flexibility involves a subset of skills within the suite of self-regulation skills known as executive functions (EF). This study explored the extent to which cognitive flexibility might be related to epistemic cognition and the effectiveness of a pictorial and interview methodology to explore children's epistemic cognition. Eighty-two children participated in three EF tasks designed to assess their ability to flexibly shift from one mental set to another (cognitive flexibility). Children were also interviewed about the drawings they created to represent social exclusion/inclusion in their play settings. Results indicated that, in contrast to expectations, cognitive flexibility and epistemic cognition were not related. Challenges associated with using the pictorial and interview methodology are discussed.

Abstractor: As Provided