Journal of Research in Childhood Education

This academic journal presents education research on a wide range of ideas, including theory articles and studies on all scales. From empirical research projects to small-case studies carried out in naturalistic settings, such as schools and community centers, the Journal of Research in Childhood Education articles track data across cultures and study research design. Published 4 times a year, JRCE keeps teacher educators informed about best practices for advancing education and learning.

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Table of Contents • Special Issue
Volume 38, Issue 1 Supplement

 

Parent Training and Child Development at Low Cost? Evidence From a Randomized Field Experiment in Mexico 
by Sergio Cárdenas, David K. Evans, and Peter Holland 
This article presents evidence on the effects of a low-cost, group-based ECE program in rural communities in six Mexican states.
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The Virtual Irie Homes Toolbox: Adaptation and Remote Delivery of an Early Childhood, Violence Prevention, Parenting Program in Jamaica 
by Taja Francis, Lelys Dinarte-Diaz, Shawn Powers, and Helen Baker-Henningham 
This article examines the impact of a 10-week program focused on early childhood, violence prevention, and parenting in Jamaica.
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Impact of COVID-19 on Young Children and Families in Jamaica 
by Maureen Samms-Vaughan, Sydonnie Pellington, and Rosan Reynolds-Salmon 
This article outlines impacts of the COVID-19 pandemic on young children and families in Jamaica. Some key findings include financial difficulties, reduced access to education, increased parenting demands, and increased levels of corporal punishment.
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Pre-Primary Education and School Readiness Amid the COVID-19 Pandemic: Evidence From Ethiopia 
by Janice Kim, Mesele Araya, Pauline Rose, and Tassew Woldehanna 
This article investigates the impact of the COVID-19 pandemic on pre-primary-age children’s school readiness in Ethiopia.
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Parental Engagement in Children’s Pre-Primary Education in Marginalized Communities in Tanzania Before and During the COVID-19 Era 
by Richard Shukia and Stansilaus Marobo 
This study examined parental engagement in their children’s pre-primary education in socioeconomically deprived settings in Tanzania. Finding the potential for greater learning loss during the pandemic among children in this group, it points to the importance of additional support for these parents and children.
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Using Early Childhood Data and Measurement to Leverage Change: Are We Making Progress? 
by Abbie Raikes 
As countries make investments in early childhood care and education systems, data and measurement play a critical role in outlining strengths and areas for improvement. This article focuses on the role of measurement in ECCE and key issues facing ECCE data and measurement.
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Parental/Caregiver Engagement in Early Learning Systems:  Findings from Early Learning Partnership (ELP) COVID-19 Research in Pakistan and Ethiopia 
by Monazza Aslam, Saba Saeed, Belay Hagos, and Baela Jamil 
This study explores the degree of engagement of parents/caregivers of preschool children in Ethiopia and Pakistan and the modes of learning they used for home learning during COVID-19 school closures.
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Pashe Achhi: A Low-Tech Model of Learning and Psychosocial Support for Children and Caregivers 
by Mohammad Safayet Khan, Erum Mariam, Nasrin Akter Akhi, Esrat Jahan, and Sakila Yesmin 
Pashe Achhi is a telecommunication model that emerged out of the COVID-19 pandemic in Bangladesh to provide support for children ages 0-5 and their caregivers through mobile-to-mobile calls. This article examined the impact of the intervention.
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Understanding Access to and Learning Outcomes from ECE Among Refugees and Non-Refugee Populations in Uganda: A Cross-Cohort Comparison 
by Bea Simpson, Mary Goretti Nakabugo, and Ricardo Sabates 
In Uganda, access to early childhood education is limited for children from disadvantaged families, particularly refugees. This article examines the level of access to and learning outcomes from ECE among refugees in Uganda over time.
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Ten Years of Early Childhood Education (ECE) in Punjab (Pakistan): What Have We Learned? 
by Amna Ansari, Tazeen Fasih, and Ella Humphry 
This article explores early childhood education administration across two accountability relationships in Pakistan’s most populous province, Punjab. The results indicate a need to strengthen the province’s early learning system and improve the flow of accountability through effective delegation, finance, information, and motivation.
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Donor Coordination and Evidence Uptake in Early Childhood Education Policy 
by Rachel Hinton, Holly Scott, Shawn Powers, and Salim Salamah 
Although there has been a recent increase in investment in ECE, the share of official development assistance for ECE remains extremely low. This article provides considerations for researchers, practitioners, and policymakers interested in increasing donor finance for ECE.
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Table of Contents
Volume 38, Issue 1

Reliability Testing of the Reasonable Adjustments for Inclusive Education Rating Scale

Predicting Reading Achievement Through Progress Monitoring in Elementary School

Child-Centered and Teacher-Directed Practices in Two Different Countries: A Descriptive Case Study in Finnish and Japanese Grade 1 Classrooms

A Systematic Review of Curiosity and Wonder in Natural Science and Early Childhood Education Research

The Development of the Perceptions of Childhood Scale

How Early Head Start Home Visitors Foster or Impede Shared Decision-Making with Families

First-Year Teachers’ Challenges With Implementing Developmentally Appropriate Practices in Their Public School Classrooms

Using Wordless Picturebooks to Promote Bilingual Students’ Translanguaging Practices

A Pilot Math Anxiety Storybook Approach to Normalize Math Talk in Children and to Support Emotion Regulation

 

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