NotesFAQContact Us
Collection
Advanced
Search Tips
Source
Journal of Research in…74
Audience
Researchers2
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 74 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Erwin, Heather; Fedewa, Alicia; Wilson, Jason; Ahn, Soyeon – Journal of Research in Childhood Education, 2019
Research demonstrates children's attention, working memory, and behavior improve following a recess or activity break. Longer periods of inactivity are associated with higher levels of inattention; children who are less active have higher rates of disciplinary infractions. Thus, providing physical activity breaks may positively impact student…
Descriptors: Instructional Effectiveness, Recess Breaks, Play, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Tao, Si Si; Lau, Eva Yi Hung; Yiu, Hau Ming – Journal of Research in Childhood Education, 2019
This study investigates mothers' expectations of and experiences with parental involvement during the transition to primary school. The participants were 20 mothers of children attending 10 kindergartens in Hong Kong. Individual interviews were conducted 3 months before and 3 months after their children entered their primary schools. As they had…
Descriptors: Parent Participation, Student Adjustment, Expectation, Mothers
Peer reviewed Peer reviewed
Direct linkDirect link
Lenhart, Lisa A.; Roskos, Kathleen A.; Brueck, Jeremy; Liang, Xin – Journal of Research in Childhood Education, 2019
Increasing young children's vocabulary remains one of the most challenging areas of early literacy instruction. Progress has been made in identifying techniques that, while often complex, work to implement routinely. This study examines the effects of an easy-to-implement technique, say-tell-do-play (STDP), that integrates proven "active…
Descriptors: Vocabulary Development, Direct Instruction, Teaching Methods, Emergent Literacy
Peer reviewed Peer reviewed
Direct linkDirect link
Kirk, Gill; Jay, Jenny – Journal of Research in Childhood Education, 2018
This study examined how teachers support kindergarten children's social and emotional development in everyday contexts. It used an ethnographic qualitative mode of enquiry, employing participant observations and semi-structured and structured interviews to examine the ways teachers optimize opportunities for supporting kindergarten children's…
Descriptors: Kindergarten, Preschool Teachers, Social Development, Emotional Development
Peer reviewed Peer reviewed
Direct linkDirect link
Sherfinski, Melissa; Slocum, Audra – Journal of Research in Childhood Education, 2018
This case study using ethnographic methods addresses how teachers shape cultural processes related to girlhoods, and the roles of children's play in this dynamic. Poststructuralist theory of the carnival was used to analyze gendered, classed power dynamics within two rural Appalachian preschool classrooms influenced by a popular local festival.…
Descriptors: Ethnography, Play, Gender Issues, Power Structure
Peer reviewed Peer reviewed
Direct linkDirect link
Pyle, Angela; Poliszczuk, Daniel; Danniels, Erica – Journal of Research in Childhood Education, 2018
Kindergarten teachers face the challenge of balancing traditional developmental programming and contemporary academic standards. In classrooms following a play-based learning framework, academic content such as literacy is to be taught within children's play. However, educators have reported conceptual and practical challenges with integrating…
Descriptors: Kindergarten, Literacy, Integrated Curriculum, Play
Peer reviewed Peer reviewed
Direct linkDirect link
Hooper, Alison; Hallam, Rena – Journal of Research in Childhood Education, 2017
Toddlers' engagement with their social and physical environment is an important aspect of their experience in early care and education programs. The purpose of this research study was to examine how global quality relates to children's engagement in toddler child care classrooms. Additionally, this study explored how toddlers' group engagement…
Descriptors: Correlation, Toddlers, Physical Environment, Play
Peer reviewed Peer reviewed
Direct linkDirect link
Hu, Bi Ying; Quebec Fuentes, Sarah; Ma, Jingjing; Ye, Feiwei; Roberts, Sherron Killingsworth – Journal of Research in Childhood Education, 2017
In China, the "2001 Kindergarten Education Guidelines (Trial)", or "New Outline", delineates what constitutes high-quality, developmentally appropriate practices in all early childhood education curriculum domains, including mathematics. The "New Outline" is known for advocating a child-centered, play-based approach…
Descriptors: Foreign Countries, Kindergarten, Mathematics Instruction, Developmentally Appropriate Practices
Peer reviewed Peer reviewed
Direct linkDirect link
Wang, Xinxin; Lam, Chun Bun – Journal of Research in Childhood Education, 2017
An increasing number of parents in China are enrolling their preschool children in after-school programs provided by private, for-profit early learning centers. This study used a qualitative approach to explore how teachers in these centers understood and implemented play and play-based curricula. Data were collected by examining the curriculum…
Descriptors: Foreign Countries, Preschool Education, Qualitative Research, Preschool Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Solis, S. Lynneth; Curtis, Kaley N.; Hayes-Messinger, Amani – Journal of Research in Childhood Education, 2017
Researchers propose that experiencing and manipulating physical principles through objects allows young children to formulate scientific intuitions that may serve as precursors to learning in STEM subjects. This may be especially true when children discover these physical principles through object affordances during play. The present study…
Descriptors: Play, STEM Education, Preschool Children, Naturalistic Observation
Peer reviewed Peer reviewed
Direct linkDirect link
Loizou, Eleni; Charalambous, Nasia – Journal of Research in Childhood Education, 2017
This study aims to unfold the framework of empowerment pedagogy by describing an approach of listening to the children, supporting their rights, and enhancing participation through the lens of a learning community. The authors draw from the literature that acknowledges children as active agents and supports them in participating in their daily…
Descriptors: Teaching Methods, Communities of Practice, Guidelines, Participant Observation
Peer reviewed Peer reviewed
Direct linkDirect link
Leung, Chi-hung – Journal of Research in Childhood Education, 2017
The purpose of this study was to investigate the relationship between the Penn Interactive Peer Play (PIPPS-HK) and the Preschool Play Behavior Scale (PPBS-HK) to establish concurrent validity of both scales. A total of 1,622 children age 3 to 6 and 152 teachers in 10 kindergartens (about 160 students and 15 teachers randomly selected from each…
Descriptors: Foreign Countries, Correlation, Play, Preschool Children
Peer reviewed Peer reviewed
Direct linkDirect link
Mathis, Janelle B. – Journal of Research in Childhood Education, 2016
Authors and illustrators of children's literature bring to life characters and contexts that provide demonstrations of agency as well as resources upon which to build agency. Agency is considered here as making one's identity and perceptions visible and actively acknowledged by others to enhance and empower the personal, cultural, and social…
Descriptors: Sociocultural Patterns, Picture Books, Preschool Children, Ethnography
Peer reviewed Peer reviewed
Direct linkDirect link
DiCarlo, Cynthia F.; Baumgartner, Jennifer J.; Ota, Carrie; Geary, Kelly – Journal of Research in Childhood Education, 2016
This study examined the mean duration of child attention across three teaching conditions (child choice, adult choice, or adult presentation) of 63 preschool-age children. A repeated-measures ANOVA was used to compare the means across the three teaching conditions, indicating a statistically significant difference between the teaching conditions.…
Descriptors: Attention, Preschool Children, Preschool Education, Statistical Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Barnett, Anthony – Journal of Research in Childhood Education, 2016
This article draws on a model of reflection that involves creating meanings through repeated encounters with evocative objects. Responses to one such evocative object, a 20-second video clip of children playing in the fine sand area, illustrates the "turning toward" and then "turning away" from the object to engage with broader…
Descriptors: Nursery Schools, Play, Video Technology, Physical Environment
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5