As a fundamental skill in one’s life, reading should be one of the main focuses of children's education, which translates to teachers holding a vital role in the development of reading skills. The...Show moreAs a fundamental skill in one’s life, reading should be one of the main focuses of children's education, which translates to teachers holding a vital role in the development of reading skills. The current study examines whether there is a relationship between teachers’ beliefs about reading and their actual reading practices, as well as the moderation effect of potential barriers that may hinder this relationship. Specifically, we explored the relationship between the perceived severity and responsibility of engaging in reading activities from a young age and the actual time spent reading digital books in the classroom. Teachers from schools in the Netherlands (N = 10) responded to a questionnaire that measured their perceived severity, responsibility, and barriers to reading in class, and also provided their log data with the frequency and duration that they were reading digital books in class. We performed separate regression analyses with each variable of perceived severity and responsibility, and the total reading time, as well as a hierarchical regression analysis with our moderator (perceived barriers). However, we were unable to prove any significant relationship or moderation effect among our variables. We concluded that the relationship between teachers’ beliefs and their actual teaching practices is complicated and that it can be influenced by many factors not included in our study, such as time constraints and potential lack of specific teaching qualifications. This, as well as our insufficient sample size, might have impacted our research and resulted in non-significant results. Nevertheless, the current study provides an important starting point for future research regarding this relationship, as well as information for digital book reading; a field with limited available research.Show less
In recent decades, the integration of digital media into early childhood literacy practices has gained prominence. However, research indicates that despite the varied benefits of shared digital...Show moreIn recent decades, the integration of digital media into early childhood literacy practices has gained prominence. However, research indicates that despite the varied benefits of shared digital book reading for parent-child dyads, only a small percentage of families incorporate digital books into their shared reading routines. This narrative review aims to explore the differences in parental beliefs regarding shared reading between print and digital books. We conducted a comprehensive analysis of ten studies published between 2012 and 2023 that examined parental beliefs and shared reading involving these two different book formats. Through our literature analysis, we identified four themes that encapsulate parents' distinct beliefs about shared reading with print and digital books (i.e., functionality, mediating role, cognitive and emotional engagement, norms and preferences). According to the parents in our study, print books are perceived as educational tools supporting language and literacy development, while digital books are viewed primarily as sources of entertainment. Parents play a more active role in mediating shared reading with print books, while digital books are seen as more self-sufficient. Print books foster deep cognitive and emotional engagement, while concerns arise regarding potential distractions and overstimulation with digital books. Overall, parental beliefs and preferences about shared reading are influenced by the societal norms and parents’ past experiences. Understanding these parental beliefs is crucial for educators and storybook developers, as it informs the design of effective and engaging reading experiences for young children in both print and digital formats.Show less
Er wordt in Nederland steeds meer gebruik gemaakt van kinderopvang. Door die toename fungeren pedagogisch medewerkers steeds vaker als medeopvoeders. Zij spelen een grote rol in de opvoeding en de...Show moreEr wordt in Nederland steeds meer gebruik gemaakt van kinderopvang. Door die toename fungeren pedagogisch medewerkers steeds vaker als medeopvoeders. Zij spelen een grote rol in de opvoeding en de ontwikkeling van kinderen en zij hebben mogelijk ook een rol in het wel of niet tot uiting komen van gedragsproblemen tijdens de kinderopvang. Daarom is in huidige onderzoek bekeken of de sensitiviteit van de pedagogisch medewerker samenhangt met gedragsproblemen van het kind tijdens de kinderopvang. De rol van welbevinden in deze samenhang werd op twee manieren getoetst, als mediator en als moderator. Verwacht werd dat er een samenhang zou worden gevonden tussen de sensitiviteit van de pedagogisch medewerker en gedragsproblemen bij het kind, waarbij meer sensitiviteit zou lei den tot minder gedragsproblemen. Welbevinden zou naar verwachting een verklarende variabele zijn in deze samenhang, een mediator. Ook werd verwacht dat het welbevinden van het kind een modererend effect zou hebben op de samenhang tussen de sensitiviteit va n de pedagogisch medewerker en gedragsproblemen van het kind, waarbij meer beleving van welbevinden de samenhang zou versterken en dus bij zou dragen aan minder gedragsproblemen. De steekproef bestond uit 79 jongens en 88 meisjes N 167) tussen de 10 en 4 8 maanden oud, met een gemiddelde leeftijd van 35 maanden M 35.23; SD 8.14). Er bleken geen significante resultaten uit de analyses en hierdoor zijn de gestelde hypotheses verworpen. Er blijkt geen samenhang tussen de sensitiviteit van de pedagogisch m edewerker en de gedragsproblemen van het kind tijdens de opvang. En de rol van welbevinden hierin kan niet worden bevestigd. Toekomstig onderzoek is nodig om de samenhang tussen sensitiviteit en gedragsproblemen tijdens de opvang verder te onderzoeken, ach terliggende verklaringen te toetsen en meer inzicht in de rol van welbevinden te verkrijgen.Show less
Lower quality parenting has been shown to influence the development and maintenance of various child emotional, behavioural and physical health problems. Parenting interventions aim to promote...Show moreLower quality parenting has been shown to influence the development and maintenance of various child emotional, behavioural and physical health problems. Parenting interventions aim to promote positive parenting behaviours through education and practice, in an attempt to reduce the likelihood of negative child outcomes. It has been suggested that various family, child, and sociodemographic risk factors (such as low socioeconomic status) can impact how successful a parenting intervention is. However, there is little research into how intervention techniques can be adapted to these various risk groups. This study examined two hypotheses. The first hypothesis was that the at-risk group would receive Behaviour Change Techniques (BCTs) on the social-emotional domain more often than the non-risk group. The second hypothesis was that use of the BCTs on the social-emotional domain would lead to a more significant positive change in parenting behaviour when applied to the at-risk group, as opposed to when they were applied to the non-risk group. Data extraction was conducted on 70 studies providing a parenting intervention, and information such as BCTs used, risk of bias, and group condition (risk vs non-risk) was collected. The first hypothesis was examined using a chi-square test of independence and found no significant associations between the BCTs in the social-emotional domain and group condition. A meta-analysis was conducted to examine the moderator variables of the second hypothesis. The analyses found no moderator effect for the type of group on any BCTs in the social-emotional domain and parental behaviour outcomes. The implications of these results suggest that currently the techniques used in parenting interventions are not being adapted to various groups. In addition, more in-depth research is needed, particularly with a focus on defining the at-risk group more precisely.Show less
