Pub Date : 2022-11-24DOI: 10.1080/10409289.2022.2148321
Huiying Jin, Kyunghee Lee
ABSTRACT Based on the Fragile Families and Child Wellbeing Study Year-5 wave, 1,983 children were identified as Head Start eligible children (503 Head Start enrolled children, 1,435 Head Start eligible nonparticipant) to address: (1) How do child and family characteristics differ between Head Start participants and non-participants? (2) How do Head Start-eligible non-participant children utilize other types of care (pre-K, other center care, informal care, and exclusive parental care)? Research Findings: The logistic regression results indicate that Head Start-eligible nonparticipants tend to be the first-born child, born to mothers with low educational attainment and unmarried (single, cohabitating) families, living in deep poverty, and to have a higher number of siblings than those who participated in Head Start. A multinomial regression identified differences pertaining to childcare arrangements as it relates to race/ethnicity, socioeconomic status, and family structure. Practice or Policy: Head Start eligible families should be informed eligible early childhood education and care programs and services should be provided to assist parents in the enrollment process. The government should expand more formal childcare programs including Head Start to meet the needs of families in deep poverty, children in the child welfare system, children experiencing homelessness, and those facing various risk factors.
{"title":"Differences in Characteristics Between Head Start Participants and Non-Participants Among Head Start Eligible Families with Young Children","authors":"Huiying Jin, Kyunghee Lee","doi":"10.1080/10409289.2022.2148321","DOIUrl":"https://doi.org/10.1080/10409289.2022.2148321","url":null,"abstract":"ABSTRACT Based on the Fragile Families and Child Wellbeing Study Year-5 wave, 1,983 children were identified as Head Start eligible children (503 Head Start enrolled children, 1,435 Head Start eligible nonparticipant) to address: (1) How do child and family characteristics differ between Head Start participants and non-participants? (2) How do Head Start-eligible non-participant children utilize other types of care (pre-K, other center care, informal care, and exclusive parental care)? Research Findings: The logistic regression results indicate that Head Start-eligible nonparticipants tend to be the first-born child, born to mothers with low educational attainment and unmarried (single, cohabitating) families, living in deep poverty, and to have a higher number of siblings than those who participated in Head Start. A multinomial regression identified differences pertaining to childcare arrangements as it relates to race/ethnicity, socioeconomic status, and family structure. Practice or Policy: Head Start eligible families should be informed eligible early childhood education and care programs and services should be provided to assist parents in the enrollment process. The government should expand more formal childcare programs including Head Start to meet the needs of families in deep poverty, children in the child welfare system, children experiencing homelessness, and those facing various risk factors.","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"34 1","pages":"1361 - 1375"},"PeriodicalIF":2.9,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42812880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-23DOI: 10.1080/10409289.2022.2146386
Chuchu Zheng, Yongping Yu, Juncen Lu, Yi Hou, Kexin Li
{"title":"Has the COVID-19 Pandemic Widened the Urban-Rural Gap in Early Child Development in China? Evidence from the Rural Side","authors":"Chuchu Zheng, Yongping Yu, Juncen Lu, Yi Hou, Kexin Li","doi":"10.1080/10409289.2022.2146386","DOIUrl":"https://doi.org/10.1080/10409289.2022.2146386","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47351303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-21DOI: 10.1080/10409289.2022.2148072
Aruna Wu, Yue Tian, Shuo Chen, Liyin Cui
{"title":"Do Playful Parents Raise Playful Children? A Mixed Methods Study to Explore the Impact of Parental Playfulness on Children’s Playfulness","authors":"Aruna Wu, Yue Tian, Shuo Chen, Liyin Cui","doi":"10.1080/10409289.2022.2148072","DOIUrl":"https://doi.org/10.1080/10409289.2022.2148072","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41778625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-17DOI: 10.1080/10409289.2022.2146392
M. Goldberg, Dalhia D. Lloyd, G. Syed, Greg W. Welch, S. Curenton
ABSTRACT Research Findings: Despite widespread calls to advance equity in early childhood classrooms, there are few observational measures of equitable classroom processes that can be used for academic research or professional development for teachers. In this study, we investigate the psychometric properties of an observational measure of equitable sociocultural interactions, the Assessing Classroom Sociocultural Equity Scale (ACSES 2.0). Videos (n = 348) were coded from Pre-Kindergarten to third-grade classrooms in an urban city in the Midwest. Descriptive results indicated that teachers rarely engaged in instructional activities focused on racial equity or fairness and infrequently connected lessons to children’s home lives. ACSES showed convergent validity with a widely used measure of teacher–child interactions, the CLASS. Specifically, higher levels of Inequitable Discipline predicted higher levels of CLASS Negative Climate (r(138)=.359, p < .01), and higher levels of Inequitable Discipline predicted lower scores across all other CLASS dimensions. Exploratory factor analysis supported a seven-factor solution for ACSES. Practice or Policy: The results support the usage of ACSES in Pre-Kindergarten and early elementary settings. The implications of ACSES for both research and practice are discussed.
{"title":"A Validation Study of the Assessing Classroom Sociocultural Equity Scale (ACSES) in Pre-Kindergarten to Third Grade Classrooms","authors":"M. Goldberg, Dalhia D. Lloyd, G. Syed, Greg W. Welch, S. Curenton","doi":"10.1080/10409289.2022.2146392","DOIUrl":"https://doi.org/10.1080/10409289.2022.2146392","url":null,"abstract":"ABSTRACT Research Findings: Despite widespread calls to advance equity in early childhood classrooms, there are few observational measures of equitable classroom processes that can be used for academic research or professional development for teachers. In this study, we investigate the psychometric properties of an observational measure of equitable sociocultural interactions, the Assessing Classroom Sociocultural Equity Scale (ACSES 2.0). Videos (n = 348) were coded from Pre-Kindergarten to third-grade classrooms in an urban city in the Midwest. Descriptive results indicated that teachers rarely engaged in instructional activities focused on racial equity or fairness and infrequently connected lessons to children’s home lives. ACSES showed convergent validity with a widely used measure of teacher–child interactions, the CLASS. Specifically, higher levels of Inequitable Discipline predicted higher levels of CLASS Negative Climate (r(138)=.359, p < .01), and higher levels of Inequitable Discipline predicted lower scores across all other CLASS dimensions. Exploratory factor analysis supported a seven-factor solution for ACSES. Practice or Policy: The results support the usage of ACSES in Pre-Kindergarten and early elementary settings. The implications of ACSES for both research and practice are discussed.","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"34 1","pages":"1704 - 1727"},"PeriodicalIF":2.9,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46827501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-15DOI: 10.1080/10409289.2022.2147889
G. Liu, Wenqi Zhan, Sisi Ma, Sha Xie
{"title":"Meeting the Standards of Physical Fitness and Its Relationship to Visuomotor Integration: A Study of Chinese Young Children","authors":"G. Liu, Wenqi Zhan, Sisi Ma, Sha Xie","doi":"10.1080/10409289.2022.2147889","DOIUrl":"https://doi.org/10.1080/10409289.2022.2147889","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46642088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-13DOI: 10.1080/10409289.2022.2146393
B. Hu, Lin Guan, Feiwei Ye, Virginia E. Vitiello, S. Roberts, Yuanhua Li, Qiong Wu
ABSTRACT Research Findings: This study explores how Chinese preschool teachers’ enactment of Concept Development (CD) strategies, as measured by the Classroom Assessment Scoring System (CLASS), might effectively elicit children’s higher-order thinking during whole-group science teaching. Participants included 25 Chinese preschool teachers and 800 young children (52% boys, mean age = 61.71 months). Research assistants observed and videotaped whole-group science activities (approximately 20-minutes) implemented by participating teachers. Each of the 25 videotape transcripts of whole-group science activities were analyzed and coded by two certified CLASS raters for 12 CD teaching strategies and their children’s corresponding responses. Statistical analysis revealed that, in these 25 science lessons, CD strategies were observed a total of 567 times, with the most frequently used strategy being Asking why and/or how questions (23.81%). Teachers’ educational levels, SES regions, and children’s age groups were positively associated with the occurrence of Asking why and/or how questions. In the 567 times that CD strategies were utilized, 25.22% elicited responses from children were coded as high-level responses. The frequency of why and/or how questions, problem solving, evaluation, and brainstorming had positive correlations with children’s high-level cognitive responses ratios. Qualitative analysis revealed that teachers’ ineffective use of CD strategies appeared related to inadequate wait time, lower level questions, and lack of intentionality regarding children’s prior knowledge and experiences. Practice or Policy: Teachers need extensive training and practice in enacting CD strategies through effective teacher-child interactions during science teaching, so as to strengthen children’s science concepts and promote children’s higher-order thinking.
{"title":"Chinese Preschool Teachers’ Use of Concept Development Strategies to Elicit Children’s Higher-Order Thinking During Whole-Group Science Teaching","authors":"B. Hu, Lin Guan, Feiwei Ye, Virginia E. Vitiello, S. Roberts, Yuanhua Li, Qiong Wu","doi":"10.1080/10409289.2022.2146393","DOIUrl":"https://doi.org/10.1080/10409289.2022.2146393","url":null,"abstract":"ABSTRACT Research Findings: This study explores how Chinese preschool teachers’ enactment of Concept Development (CD) strategies, as measured by the Classroom Assessment Scoring System (CLASS), might effectively elicit children’s higher-order thinking during whole-group science teaching. Participants included 25 Chinese preschool teachers and 800 young children (52% boys, mean age = 61.71 months). Research assistants observed and videotaped whole-group science activities (approximately 20-minutes) implemented by participating teachers. Each of the 25 videotape transcripts of whole-group science activities were analyzed and coded by two certified CLASS raters for 12 CD teaching strategies and their children’s corresponding responses. Statistical analysis revealed that, in these 25 science lessons, CD strategies were observed a total of 567 times, with the most frequently used strategy being Asking why and/or how questions (23.81%). Teachers’ educational levels, SES regions, and children’s age groups were positively associated with the occurrence of Asking why and/or how questions. In the 567 times that CD strategies were utilized, 25.22% elicited responses from children were coded as high-level responses. The frequency of why and/or how questions, problem solving, evaluation, and brainstorming had positive correlations with children’s high-level cognitive responses ratios. Qualitative analysis revealed that teachers’ ineffective use of CD strategies appeared related to inadequate wait time, lower level questions, and lack of intentionality regarding children’s prior knowledge and experiences. Practice or Policy: Teachers need extensive training and practice in enacting CD strategies through effective teacher-child interactions during science teaching, so as to strengthen children’s science concepts and promote children’s higher-order thinking.","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"34 1","pages":"1376 - 1397"},"PeriodicalIF":2.9,"publicationDate":"2022-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46185010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-08DOI: 10.1080/10409289.2022.2139545
Nan Xiao, Jing Chen, L. Justice, Xiao Zhang
ABSTRACT Research Findings: Some rural preschools in southwestern China provide boarding services to children aged 3 to 6 years. It is critical to understand these young boarders’ learning experiences and their associations with children’s developmental outcomes. This study aimed to (1) describe children’s daily learning experiences regarding the structural and the process quality, (2) further understand the relations between classroom interpersonal interactions and other process quality indicators, and (3) examine how children’s classroom interpersonal interactions were associated with their social competence and learning outcomes. The study included 32 children from four rural boarding preschools. Alongside systematic live observations of children’s daily experiences over one week, child assessments and teacher- and caretaker-reported questionnaires were administered. Results showed that children frequently experienced no interaction with others. When interactions were observed, teacher-child interactions tended to be of low quality, and most peer interactions happened in a parallel format. Further, children interacted little with peers when a teacher was present or during whole-class, structured, indoor, or academic activities. Teacher directions to children and peer conversations showed negative associations with children’s social competence. Solitary activities negatively predicted expressive vocabulary. Practice or Policy: Implications for the design and enhancement of rural preschools are discussed.
{"title":"Children’s Learning Experiences in Rural Boarding Preschools: Classroom Quality and Associations with Developmental Outcomes","authors":"Nan Xiao, Jing Chen, L. Justice, Xiao Zhang","doi":"10.1080/10409289.2022.2139545","DOIUrl":"https://doi.org/10.1080/10409289.2022.2139545","url":null,"abstract":"ABSTRACT Research Findings: Some rural preschools in southwestern China provide boarding services to children aged 3 to 6 years. It is critical to understand these young boarders’ learning experiences and their associations with children’s developmental outcomes. This study aimed to (1) describe children’s daily learning experiences regarding the structural and the process quality, (2) further understand the relations between classroom interpersonal interactions and other process quality indicators, and (3) examine how children’s classroom interpersonal interactions were associated with their social competence and learning outcomes. The study included 32 children from four rural boarding preschools. Alongside systematic live observations of children’s daily experiences over one week, child assessments and teacher- and caretaker-reported questionnaires were administered. Results showed that children frequently experienced no interaction with others. When interactions were observed, teacher-child interactions tended to be of low quality, and most peer interactions happened in a parallel format. Further, children interacted little with peers when a teacher was present or during whole-class, structured, indoor, or academic activities. Teacher directions to children and peer conversations showed negative associations with children’s social competence. Solitary activities negatively predicted expressive vocabulary. Practice or Policy: Implications for the design and enhancement of rural preschools are discussed.","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"34 1","pages":"1612 - 1630"},"PeriodicalIF":2.9,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49484518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-08DOI: 10.1080/10409289.2022.2142028
Hanne Røe-Indregård, Ellen Irén Brinchmann, Veslemøy Rydland, Meredith L. Rowe, Bente E. Hagtvet, Imac M. Zambrana
ABSTRACT
Research Findings: Although it is well documented that toy play and book sharing shape communication between adults and children in different ways, relatively few studies have compared teacher – child interactions in the two activities. The aim of this observational study was to describe and compare the conversational functions of teachers’ and children’s interactional contributions during book sharing and toy play. Examining dyads of five- to six-year-old children (N = 38) and their preschool teachers in the two activities, we found that the teachers produced significantly higher proportions of questions during toy play and higher proportions of statements during book sharing and that their questions tended to be more advanced (i.e. inferential) during book sharing compared to toy play. Moreover, sequential analyses of the immediate dependencies between the teachers’ and children’s contributions revealed that the teachers’ statements were more likely to follow the children’s questions during toy play than during book sharing, which may suggest more “back-and-forth” communication during play. Practice or Policy: The study findings indicate that toy play and book sharing provide children with complementary communication experiences and that the choice of activity may shape their opportunities to engage in educational dialogs.
{"title":"Teacher–Child Interactions During Toy Play and Book Sharing","authors":"Hanne Røe-Indregård, Ellen Irén Brinchmann, Veslemøy Rydland, Meredith L. Rowe, Bente E. Hagtvet, Imac M. Zambrana","doi":"10.1080/10409289.2022.2142028","DOIUrl":"https://doi.org/10.1080/10409289.2022.2142028","url":null,"abstract":"<p><b>ABSTRACT</b></p><p><i>Research Findings:</i> Although it is well documented that toy play and book sharing shape communication between adults and children in different ways, relatively few studies have compared teacher – child interactions in the two activities. The aim of this observational study was to describe and compare the conversational functions of teachers’ and children’s interactional contributions during book sharing and toy play. Examining dyads of five- to six-year-old children (<i>N</i> = 38) and their preschool teachers in the two activities, we found that the teachers produced significantly higher proportions of questions during toy play and higher proportions of statements during book sharing and that their questions tended to be more advanced (i.e. inferential) during book sharing compared to toy play. Moreover, sequential analyses of the immediate dependencies between the teachers’ and children’s contributions revealed that the teachers’ statements were more likely to follow the children’s questions during toy play than during book sharing, which may suggest more “back-and-forth” communication during play. <i>Practice or Policy:</i> The study findings indicate that toy play and book sharing provide children with complementary communication experiences and that the choice of activity may shape their opportunities to engage in educational dialogs.</p>","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"39 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138534707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-06DOI: 10.1080/10409289.2022.2139553
I. Iruka, K. Kainz, Laura J. Kuhn, Shannon S. Guss, Stephanie Tokarz, Noreen Yazejian, Silvia Niño
ABSTRACT This study identified patterns of classroom and family experiences and developmental outcomes for young children in segregated early education. This study is based on data from a high-quality early education program serving young children from low-income households in 19 schools across the U.S. The sample included 1,521 children during the 2016–2017 school year. The analysis examined patterns of association between the racial/ethnic composition of Educare sites and family risk factors, classroom quality, and children’s language and social-emotional performance and growth across the academic year. Research Findings: Findings indicated that although classroom quality, measured through traditional tools, did not vary by school racial/ethnic composition, sociodemographic risk factors, children’s language and social-emotional outcomes did vary by this variable. Practice or Policy: We discuss our results in relation to promotive and inhibitive processed within and outside early education programs, as well as the continued impact of structural equities and lack of culturally responsive pedagogy on children’s learning opportunities and development.
{"title":"Early Education Program Racial and Ethnic Composition and Associations with Quality and Children’s Language and Social-Emotional Development","authors":"I. Iruka, K. Kainz, Laura J. Kuhn, Shannon S. Guss, Stephanie Tokarz, Noreen Yazejian, Silvia Niño","doi":"10.1080/10409289.2022.2139553","DOIUrl":"https://doi.org/10.1080/10409289.2022.2139553","url":null,"abstract":"ABSTRACT This study identified patterns of classroom and family experiences and developmental outcomes for young children in segregated early education. This study is based on data from a high-quality early education program serving young children from low-income households in 19 schools across the U.S. The sample included 1,521 children during the 2016–2017 school year. The analysis examined patterns of association between the racial/ethnic composition of Educare sites and family risk factors, classroom quality, and children’s language and social-emotional performance and growth across the academic year. Research Findings: Findings indicated that although classroom quality, measured through traditional tools, did not vary by school racial/ethnic composition, sociodemographic risk factors, children’s language and social-emotional outcomes did vary by this variable. Practice or Policy: We discuss our results in relation to promotive and inhibitive processed within and outside early education programs, as well as the continued impact of structural equities and lack of culturally responsive pedagogy on children’s learning opportunities and development.","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"34 1","pages":"1341 - 1360"},"PeriodicalIF":2.9,"publicationDate":"2022-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45534465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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