Insights from Investigating Early Childhood Ebooks on Literacy, Cognitive Development, and Social and Emotional Learning Outcomes

Autor/inn/en	Farber, Matthew; Merchant, William
Titel	Insights from Investigating Early Childhood Ebooks on Literacy, Cognitive Development, and Social and Emotional Learning Outcomes
Quelle	In: E-Learning and Digital Media, 20 (2023) 3, S.300-313 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Farber, Matthew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/20427530221108538
Schlagwörter	Early Childhood Education; Electronic Publishing; Books; Literacy; Social Emotional Learning; Cognitive Development; Cognitive Ability; Bibliotherapy; After School Programs; Outcomes of Education; Young Children; School Districts; Alignment (Education); Scores; Colorado + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elektronisches Publizieren; Book; Buch; Monographie; Monografie; Alphabetisierung; Schreib- und Lesefähigkeit; Kognitive Entwicklung; Denkfähigkeit; Bibliotherapie; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Lernleistung; Schulerfolg; Frühe Kindheit; School district; Schulbezirk
Abstract	Researchers were invited to investigate the effectiveness of bibliotherapeutic electronic books, or ebooks, social and emotional learning (SEL) digital platform in afterschool sites in a large school district situated in the Rocky Mountain region of the United States. This study was not particular to the platform's efficacy; instead, we sought to explore how bibliotherapeutic ebooks can boost literacy, cognition, and SEL skills in young children. Researchers used a quasi-experimental design with nonequivalent treatment/control groups. Groups were assigned at the site level with individual students as the unit of analysis. Student data on literacy, cognitive ability, and SEL outcomes were collected pre-treatment and post-treatment. The researchers found no significant change in the studied groups. Upon digging deeper into SEL outcomes, researchers uncovered an invisible problem: the school district's state-mandated measurement suite did not neatly map or align to the constructs within the afterschool curriculum for SEL. Interpretations and implications, including how districts define and assess SEL, are included in the discussion. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01