Inside Out: A Scoping Review on Optimism, Growth Mindsets, and Positive Psychology for Child Well-Being in ECEC

Campbell, Janine Anne; Løkken, Ingrid Midteide

doi:10.3390/educsci13010029

Cited by 6 publications

(3 citation statements)

References 54 publications

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“…For children aged 6-8, creativity helps stimulate their decision-making skills. By exploring their imagination and developing new ideas, children learn to think outside the box and develop a growth mindset (Campbell & Løkken, 2023;Temel et al, n.d.). PE teachers can encourage creativity in PE by allowing students to design their own physically active games, as this is a great way to engage, excite, and motivate them to participate (Madejski, 2023;Mangion & Riebel, 2023).…”

Section: Introductionmentioning

confidence: 99%

Increasing the Level of Physical Activity Intensity with Child-Designed Games and Creativity of 6-8 Year-Olds during Gymnastics Lessons in Physical Education

Petrušič

2024

RREM

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Higher levels of physical activity (PA) during physical education (PE) are important for 6- to 8-year-old children because it can improve their physical health, cognitive skills, academic performance, and social development. The purpose of the study conducted was to determine the effects of incorporating child-designed games and student creativity while waiting for teacher supervision during gymnastics lessons in PE on the quantity and intensity of PA among 1st and 2nd grade students. The sample included 91 1st and 2nd grade students (53 boys) from a Slovenian school. The sample included 91 1st and 2nd grade students (53 boys) from a Slovenian elementary school, of whom 48 (age = 6.8 ± 0.7) participated in the experimental teaching program that included child-designed games and student creativity, while 43 (age = 7.0 ± 0.6) belonged to the control group where traditional teaching continued. They were taught three gymnastics elements that had to be supervised by the teacher: the squat jump on the vault box, the backward roll, and the cartwheel. The results of the nonparametric Mann-Whitney test showed statistically significant differences between groups (EXP vs. CON) in terms of light PA (LPA) and moderate to vigorous PA (MVPA) for all three gymnastics elements taught: the squat jump on the vault box (LPA: p=0.001; MVPA: p=0.001), the backward roll (LPA: p=0.001; MVPA: p=0.001), and the cartwheel (LPA: p=0.002; MVPA: p=0.001). Statistically significant differences between groups in terms of vigorous PA (VPA) did not occur for any gymnastics element: the squat jump on the vault box (p=0.462), the backward roll (p=0.833), and the cartwheel (p=0.636). The results show the effectiveness of incorporating child-designed games and student creativity to reduce inactivity while waiting for teacher supervision and to increase the amount of LPA and MVPA in 1st and 2nd grade elementary school during gymnastics lessons in PE.

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Section: Introductionmentioning

confidence: 99%

Increasing the Level of Physical Activity Intensity with Child-Designed Games and Creativity of 6-8 Year-Olds during Gymnastics Lessons in Physical Education

Petrušič

2024

RREM

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“…In previous ECEC research, resilience has been understood as a capacity of the individual child and the focus has been on its psychological dimension [ 12 , 13 , 14 , 15 , 16 , 17 ]. Furu and Heikkilä [ 18 ] present a relational and holistic theoretical perspective on resilience in the ECEC context, including three interrelated physical, psychological, and social dimensions.…”

Section: Introductionmentioning

confidence: 99%

Promoting Resilience in Early Childhood Education and Care to Prepare Children for a World of Change: A Critical Analysis of National and International Policy Documents

et al. 2023

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In recent years, the sustainability crisis has raised interest in the concept of resilience, i.e., the capacity to persist, adapt, or transform in the face of change and challenge. However, to date, resilience has only been studied to a limited extent within early childhood education and care (ECEC). This paper reports on a study that used critical document analysis of national and international policies to explore if and how the concept of resilience within ECEC could contribute to sustainability in a world of rapid change. Five national and four international documents were analysed through the theoretical lenses of childism and place-based education. The results show that resilience is implicitly expressed in ECEC policies yet is rarely linked to sustainability issues. Instead, policies mainly limit resilience to the psychological dimension and the individual child. The conclusion is that ECEC is an apt context for supporting resilience in multiple ways. It suggests using a holistic understanding of resilience to advocate for ECEC policies that include diverse perspectives of families and local communities, incorporate indigenous voices, and recognise the interconnectedness between humans and the more-than-human world.

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“…ECE serves as a vital milestone for young children's future learning and success by providing them with a supportive and nurturing learning environment [2,3]. Nursery teachers who have received professional training have the potential to positively influence the academic [4], social [5], emotional [6], and physical development of young children [7]. Effective nursery teacher education programs offered in vocational and technical colleges (VTCs) impart the necessary skills, knowledge, and competencies required to support young children's learning, cultivate creativity, promote healthy development, and establish meaningful relationships with children and their families [8].…”

Section: Introductionmentioning

confidence: 99%

Opportunities and Barriers of Integrating the 1+X Certificate System into Nursery Teacher Education in China

Zi Rui Liu,

Masayu Dzainudin

2023

ARASET

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The development of high-quality vocational education is a critical factor in establishing a robust economy. Therefore, every nation places significant emphasis on the quality of teaching and learning within vocational education. This study investigates the use of the 1+X Certificate System to enhance teaching competence among nursery teacher students in China, with a particular focus on the experiences of Early Childhood Education (ECE) teacher educators who support their students during their teacher education. Employing a qualitative research design, the study conducted four in-depth case studies of ECE teacher educators who integrated the 1+X Certificate System into the nursery teacher education curriculum at a college in China. The findings of the study reveal the 1) Alignment with the Existing Curriculum; 2) Effectiveness in Teacher Education; and 3) Adequacy of Teaching Resources; and 4) Establishing Partnerships with Nursey Schools that ECE teacher educators encountered in utilizing the 1+X Certificate System to improve the teaching competence of nursery teacher students. This study contributes to the ongoing discourse on the integration of the 1+X Certificate System into nursery teacher education programs. The implications of this research may inform future efforts to enhance the quality of nursery student teacher education, leading to the development of a highly skilled workforce in the ECE sector.

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Inside Out: A Scoping Review on Optimism, Growth Mindsets, and Positive Psychology for Child Well-Being in ECEC

Cited by 6 publications

References 54 publications

Increasing the Level of Physical Activity Intensity with Child-Designed Games and Creativity of 6-8 Year-Olds during Gymnastics Lessons in Physical Education

Increasing the Level of Physical Activity Intensity with Child-Designed Games and Creativity of 6-8 Year-Olds during Gymnastics Lessons in Physical Education

Promoting Resilience in Early Childhood Education and Care to Prepare Children for a World of Change: A Critical Analysis of National and International Policy Documents

Opportunities and Barriers of Integrating the 1+X Certificate System into Nursery Teacher Education in China

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