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“I know we need to be regulated, but I don't think this is the right way”: Early education managers’ experiences of group setting inspections in England

✇SAGE Publications: Journal of Early Childhood Research: Table of Contents
By: Susana Castro-Kemp， Åsa Melander
Journal of Early Childhood Research, Ahead of Print.
Early childhood education is regarded as key to help ensure long-term positive outcomes for children, and high-quality provision crucial for long-term developmental outcomes. However, how settings are inspected for the quality of their services varies ...
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“We are all interconnected.”: Relationships and hierarchies among preschool teachers’ conceptions of early childhood education for sustainability

✇SAGE Publications: Journal of Early Childhood Research: Table of Contents
By: Anna May L. NavarreteUniversity of Gothenburg， Sweden
Journal of Early Childhood Research, Ahead of Print.
As a response to the growing recognition of the importance of ensuring a sustainable future for humanity and the planet, there has been a push by various stakeholders for the integration of sustainability education in the early years. This small-scale, ...
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Pairing phrase‐cued text with readers theatre: Effects on reading prosody and automaticity

✇Wiley: Journal of Research in Reading: Table of Contents
By: Emily Rodgers， Jerome V. D'Agostino， Joel R. Levin， Timothy Rasinski

Background

We examine effects on oral reading fluency (defined as automatic word recognition and prosody) when phrase-cued text (defined as marking the phrase boundaries in text) is layered on to readers theatre, an evidence-based instructional format that includes multiple readings over a period of about 5 days as students practice and prepare to orally perform a poem or play for an audience.

Methods

Ten first- to third-grade students (ages 6–9 years old) who were falling behind reading grade-level expectations participated in the study. We used a randomised single-case nonconcurrent multiple-baseline research design that features a time-staggered introduction of the instructional intervention across participants, along with an associated randomisation test statistical analysis. The design is particularly well suited to the present study because it yields valid results based on small sample sizes, contains its own control group (because each participant serves as his or her own control) and allows for the testing of the effectiveness of a specific instructional component – in this case, phrase-cued text.

Results

As hypothesised, adding phrase-cued phrases led to a statistically significant performance increase on the combination of two subscales of the Multidimensional Fluency Scale (MFS), expression and phrasing, subscales that represent the subconstruct, prosody.

Conclusions

Adding text with highlighted phrase boundaries enhanced the effect of readers theatre on two aspects of prosody: expression and phrasing.

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Relations Between Paternal Child‐Rearing and Child Inhibited Temperament Across Infancy and Toddlerhood

✇Wiley: Infancy: Table of Contents
By: Nicole M. Baumgartner， Elizabeth J. Kiel

ABSTRACT

Child inhibited temperament is influenced by parenting behaviors, and vice versa. Fathers remain underrepresented in studies examining relations between parenting and temperament. The current study focused on fathers, using a three-point longitudinal design. Father-child dyads (n = 116; 56.9% Male; 88.7% White) participated in laboratory assessments at child ages 1, 2, and 3 years. Children participated in observational tasks designed to measure inhibited temperament, and fathers self-reported parenting behaviors and rated their child's temperament. Path models testing concurrent and longitudinal relations revealed that paternal nurturance, restrictiveness, and encouragement of independence were associated with observed inhibited temperament in infancy, but not with father-rated inhibited temperament. Early observed child inhibited temperament at age 1 year predicted greater levels of paternal encouragement of independence at age 2 years. Findings demonstrated evidence for both father-directed and child-directed effects, suggesting fathers and children influence each other's behavior over time. Overall, this study supports continued focus on fathers' parenting and provides insight into the nuanced impact of fathering on child temperament development.

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