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Volume 2 Issue 2 July 2021 ISSN: 2717-638X Journal of Childhood, Education & Society Volume 2 • Issue 2 July 2021 Editor in Chief Mehmet Toran, Ph.D., Istanbul Kultur University, Turkey Editors Ibrahim H. Acar, Ph.D., Ozyegin University, Turkey Mesut Saçkes, Ph.D., Balıkesir University, Turkey Mine Gol-Guven, Ph.D., Boğaziçi University, Turkey Editorial Board Adrijana Višnjić Jevtić, Ph.D., University of Zagreb, Croatia Ahmet Simsar, Ph.D., Kilis 7 Aralik University, Turkey Aileen Garcia, Ph.D., South Dakota State University, USA Alicje Renata Sadownik, Ph.D., Western Norway University of Applied Sciences, Norway Anikó Vargáné Nagy, Ph.D., University of Debrecen, Hungary Aysel Tufekci, Ph.D., Gazi University, Turkey Betty Liebovich, Ph.D., Goldsmiths University of London, UK Burcu Unlutabak, Ph.D., John Hopkins University, USA Carmen Huser, Ph.D., Early Childhood Australia, Australia Carolyn Brockmeyer Cates, Ph.D., State University of New York Purchase College, USA Elif Karsli, Ph.D., University of South Carolina, USA Elsa Lucia Escalante Barrios, Ph.D., Universidad del Norte, Colombia Ersoy Erdemir, Ph.D., Bogazici University, Turkey Francesca Zanatta, Ph.D., University of East London, UK Gulsah Ozturk, Ph.D., RMIT University, Australia Hasina Banu Ebrahim, Ph.D., University of South Africa, South Africa Ikbal Tuba Sahin-Sak, Ph.D., Van Yuzuncu Yil University, Turkey Jesús Paz-Albo, Ph.D., King Juan Carlos University, Spain Jolyn Blank, Ph.D., University of South Florida, USA Kathy Cabe Trundle, Ph.D., Utah State University, USA Ken Blaiklock, Ph.D., Unitec Institute of Technology, New Zealand Konstantina Rentzou, Ph.D., European University of Cyprus, Cyprus Kristin M. Gagnier, Ph.D., Johns Hopkins University, USA Kyunghwa Lee, Ph.D., University of Georgia, USA Lasse Lipponen, Ph.D., University of Helsinki, Finland Maelis Karlsson Lohmander, Ph.D., University of Gothenburg, Sweden Maide Orcan, Ph.D., Mugla Sitki Kocman University, Turkey Martha Allexsaht-Snider, Ph.D., University of Georgia, USA Maryam S. Sharifian, Ph.D., James Madison University, USA Mehmet Mart, Ph.D., Necmettin Erbakan University, Turkey Michael F. Kelley, Ed.D., Arizona State University, USA Mustafa Yasar, Ph.D., Cukurova University, Turkey Noelia Sánchez-Pérez, Ph.D., University of Zaragoza, Spain Ozcan Dogan, Ph.D., Hacettepe University, Turkey Paulette A. Luff, Ph.D., Anglia Ruskin University, UK Pekka Mertala, Ph.D., University of Oulu, Finland Ramazan Sak, Ph.D., Van Yuzuncu Yil University, Turkey Riza Ozdemir, Ph.D., Zonguldak Bulent Ecevit University, Turkey Sharolyn Pollard-Durodola, Ph.D., University of Nevada Las Vegas, USA Sharon L. Raimondi, Ph.D., University at Buffalo, USA Sonnur Isitan, Ph.D., Balikesir University, Turkey Sultan Kilinc, Ph.D., Syracuse University, USA Tim Rohrmann, Ph.D., University of Applied Science and Arts Hildesheim, Germany Tony Bertram, Ph.D., Centre for Research in Early Childhood, UK Yasin Ozturk, Ph.D., Trabzon University, Turkey Yuwei Xu, Ph.D., University College London, UK Zsuzsa Millei, Ph.D., Tampere University, Finland Editorial Assistants Fatma Büşra Aksoy-Kumru, The University of Edinburgh, UK Gizem Alvan, Bogazici University, Turkey Kerem Avci, Hacettepe University, Turkey Taibe Kulaksiz, Ph.D., University of Health Sciences, Turkey Publisher: Journal of Childhood, Education and Society Publishing Manager: Dr. Mehmet Toran Editorial Office: Istanbul Kültür University Faculty of Education Basin Ekspres Campus 34303 Küçükçekmece/ Istanbul-TURKEY e-mail: [email protected] phone: +902124984131 Cover Page Picture: Diren Toran (3 years old) Publication Type: Three times published, peer reviewed, open access academic journal. WEB: www.j-ces.com/index.php/jces, DOI: 10.37291/2717638X.202122 ISSN: 2717-638X Journal of Childhood, Education & Society Volume 2 • Issue 2 July 2021 CONTENTS RESEARCH ARTICLES Learning Chinese Mandarin characters in an English-speaking country: The development of a child’s symbolic mind Wenjie Wang, Annabelle Black Delfin…………………………………………...……...……... 87-105 How have after-school clubs adapted in the United Kingdom Post-March lockdown? Pete King………………………………………………………………………………………… 106-116 Parents’ perspective on a children’s learning Adrijana Višnjić-Jevtić…………………………………………………………………………… 117-125 The impact of the COVID-19 pandemic on children’s mental health and wellbeing, and beyond: A scoping review Jane Spiteri……………………………………………………………………………………… 126-138 Defining turn taking in intervention for young children with autism: A review of the literature Kwangwon Lee & Ashley Staggs………………………………………………………………… 139-153 In-between spaces of policy and practice: Voices from Prince Edward Island early childhood educators Gabriela Arias de Sanchez, Alaina L. Roach O’Keefe & Bethany Robichaud ……………………... 154-166 Are grandparents raising grandchildren receiving the services they need? Karleah Harris, Gifty Ashirifi, Charlene Harris &Jonathan Trauth……………………………….. 167-177 Women and children's well-being in Indian nuclear families during the COVID-19 pandemic Richa Rana, Ridhi Sood & Sonali Bhardwaj………………………………………………………. 178-193 REVIEW ARTICLES The acquisition of autonomy, through benevolence, of children who are victims of domestic violence Priscelle Andeme Ngui Valandro & Loïc Chalmel………………………………………………… 194-199 Policies and practices of early childhood education and care during the COVID-19: Perspectives from five countries Adrijana Visnjic-Jevtic, Anikó Varga Nagy, Gulsah Ozturk, İkbal Tuba Şahin-Sak, Jesús Paz-Albo, Mehmet Toran & Noelia Sánchez-Pérez…………………………………………………………. 200-216 ii Journal of Childhood, Education & Society Volume 2, Issue 2, 2021, 87-105 ISSN: 2717-638X DOI: 10.37291/2717638X.20212276 Research Article Learning Chinese Mandarin characters in an English-speaking country: The development of a child’s symbolic mind Wenjie Wang1, Annabelle Black Delfin2 Article History Abstract: This qualitative research explores the development of the symbolic mind in Received: 28 November 2020 children through learning Chinese Mandarin characters. Navigated through the lens of Accepted: 15 March 2021 relational developmental system metatheory and guided by Vygotsky’s sociocultural theory, findings present the analysis of the developmental processes in children’s Keywords recognition of symbols and use of known symbols to make and share meaning. This study Symbolic development; also offers an explanation of the effect of changes in the sociocultural environment on Symbolic representation; children's symbolic development. Further, cultural differences toward symbolic Early childhood; Chinese representation are discussed with the recommendation of focusing on recognition Mandarin characters; followed by writing when learning Chinese Mandarin characters. Relational developmental systems metatheory; Sociocultural theory Introduction Symbol systems have existed and have been utilized for communication throughout history (Vallotton and Ayoub, 2010). Symbols, symbolic play, symbolic thought, symbolic development, symbolic interpretation, and symbolic representation have been widely studied across multiple fields (DeLoache, 2004; Uttal and Yuan, 2014; Wu, 2013). Symbolic representation is considered an important phenomenon in children’s cognitive development and language learning (Smith and Jones, 2011). For our purposes here, symbolic representation refers to developmentally dependent abilities to discern symbolic meaning, to interpret symbolic meaning, and to use symbols to convey or communicate meaning. However, on the one hand, most studies underline symbolic representation for learning an alphabetic language, but less research attention is given to non-alphabetic languages such as Chinese Mandarin1, which is characterized by its non-alphabetic orthography. On the other hand, learning Chinese Mandarin is becoming more and more popular in the United States. Numerous research studies have been conducted primarily focused on teaching Chinese Mandarin as a second language to a non-Chinese population, teaching Chinese Mandarin as a heritage, and developing Chinese Mandarin programs and curricula for populations of Chinese descent (Wu, 2013). Chinese Mandarin has been studied from listening, speaking, reading, and writing perspectives with specific investigations on mastering Chinese Mandarin characters among youth, but there is less research exploring how young children learn Chinese characters from the lens of symbolic development, especially to those who are temporarily residing in the United States. With such background that is described above, we were very interested in comprehending how Chinese children develop cognitive abilities to perceive meaning from symbols in the course of learning Chinese Mandarin characters. This is of particular interest, from a developmental perspective, when taking into consideration that the preschool children in this study have been learning characters when residing in _____________ 1 New Mexico State University, Glass Family Research Institute, Las Cruces, NM, USA, e-mail: [email protected], ORCID: https://orcid.org/0000-0002-3103-8445 2 New Mexico State University, Curriculum and Instruction, Las Cruces, NM, USA, e-mail: [email protected], ORCID: https://orcid.org/0000-0001-6343-5528 1 For the purposes of this article, unless otherwise specified, the words "Chinese" and 'character/s' refer to Chinese Mandarin (simplified) characters. ©2021 Journal of Childhood, Education & Society. This is an open access article under the CC BY- NC- ND license. Wenjie WANG & Annabelle