Pub Date : 2023-11-01DOI: 10.1080/10409289.2023.2274302
Ashley Brunsek, Michelle Rodrigues, Nina Sokolovic, Sahar Borairi, Zeenat Janmohamed, Jennifer M. Jenkins, Michal Perlman
ABSTRACTHigh-quality early childhood education and care (ECEC) – particularly care defined by highly responsive interactions between educators and children – has the potential to have lasting positive impacts on children’s development. While there is variability in the level of quality among early education and care settings, professional development for early childhood educators has been shown to be an effective means to improve both ECEC quality and child outcomes. As many professional development programs are time and resource intensive, we sought out to test the efficacy of a brief (5 hr) professional development program that included a workshop, individual coaching, video feedback and text messaging. Research Findings: Results of a cluster randomized controlled trial with 93 educators indicated that the program improved educators’ responsivity three-months after intervention (d = 0.60, p = .035), but not classroom-wide levels of emotional support or instructional quality. Trend analysis revealed the greatest improvements occurred after the workshop and first coaching session and leveled off over time. Practice or Policy: Preliminary evidence suggests brief professional development programs may improve interaction quality with effect sizes comparable to those of longer programs. Well-powered studies using multiple arms or sequential randomization will help optimize the efficiency and effectiveness of professional development. AcknowledgmentsThis work was supported by the Social Sciences and Humanities Research Council of Canada under Grant 890-2015-2031. It was conducted in partnership with George Brown College and the City of Toronto. Thank you to Sharon Pauker, Gabriella Nocita, Nellie Kamkar, Justine Biado, Alessandro Eid-Ricci, Shailja Jain and Samantha Burns for their support with the organization and implementation of this project. Finally, we are deeply grateful for the child care center directors and staff who participated in this study.Disclosure StatementNo potential conflict of interest was reported by the author(s).Data Availability StatementThe data that support the findings of this study are available from the corresponding author, MP, upon reasonable request.
{"title":"Can a Brief Professional Development Improve Early Childhood Educators’ Responsivity and Interaction Quality in Child Care Centers? A Cluster Randomized Controlled Trial","authors":"Ashley Brunsek, Michelle Rodrigues, Nina Sokolovic, Sahar Borairi, Zeenat Janmohamed, Jennifer M. Jenkins, Michal Perlman","doi":"10.1080/10409289.2023.2274302","DOIUrl":"https://doi.org/10.1080/10409289.2023.2274302","url":null,"abstract":"ABSTRACTHigh-quality early childhood education and care (ECEC) – particularly care defined by highly responsive interactions between educators and children – has the potential to have lasting positive impacts on children’s development. While there is variability in the level of quality among early education and care settings, professional development for early childhood educators has been shown to be an effective means to improve both ECEC quality and child outcomes. As many professional development programs are time and resource intensive, we sought out to test the efficacy of a brief (5 hr) professional development program that included a workshop, individual coaching, video feedback and text messaging. Research Findings: Results of a cluster randomized controlled trial with 93 educators indicated that the program improved educators’ responsivity three-months after intervention (d = 0.60, p = .035), but not classroom-wide levels of emotional support or instructional quality. Trend analysis revealed the greatest improvements occurred after the workshop and first coaching session and leveled off over time. Practice or Policy: Preliminary evidence suggests brief professional development programs may improve interaction quality with effect sizes comparable to those of longer programs. Well-powered studies using multiple arms or sequential randomization will help optimize the efficiency and effectiveness of professional development. AcknowledgmentsThis work was supported by the Social Sciences and Humanities Research Council of Canada under Grant 890-2015-2031. It was conducted in partnership with George Brown College and the City of Toronto. Thank you to Sharon Pauker, Gabriella Nocita, Nellie Kamkar, Justine Biado, Alessandro Eid-Ricci, Shailja Jain and Samantha Burns for their support with the organization and implementation of this project. Finally, we are deeply grateful for the child care center directors and staff who participated in this study.Disclosure StatementNo potential conflict of interest was reported by the author(s).Data Availability StatementThe data that support the findings of this study are available from the corresponding author, MP, upon reasonable request.","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"57 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135370953","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 : 2023-10-25DOI: 10.1080/10409289.2023.2255968
Anamarie A. Whitaker, Melissa Dahlin
Two-generation programs are designed to provide services to children and their parents, yet the extent to which parents use family well-being and self-sufficiency services is not widely known. We u...
{"title":"Family Well-Being and Self-Sufficiency Service Use in Head Start: The Impact of Family Participation and Demographic Predictors of Service Use","authors":"Anamarie A. Whitaker, Melissa Dahlin","doi":"10.1080/10409289.2023.2255968","DOIUrl":"https://doi.org/10.1080/10409289.2023.2255968","url":null,"abstract":"Two-generation programs are designed to provide services to children and their parents, yet the extent to which parents use family well-being and self-sufficiency services is not widely known. We u...","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"109 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71507266","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 : 2023-10-12DOI: 10.1080/10409289.2023.2266339
Rachel Erin Schachter, Molly J. Goldberg, Junrong Lu, Lisa Knoche
Coaching is a key lever for supporting professional learning in early childhood, and coaches serve a critical role in the coaching process. However, little is known about coaches themselves which i...
{"title":"Mapping the Literature to Identify Early Childhood Coaches’ Backgrounds and Training","authors":"Rachel Erin Schachter, Molly J. Goldberg, Junrong Lu, Lisa Knoche","doi":"10.1080/10409289.2023.2266339","DOIUrl":"https://doi.org/10.1080/10409289.2023.2266339","url":null,"abstract":"Coaching is a key lever for supporting professional learning in early childhood, and coaches serve a critical role in the coaching process. However, little is known about coaches themselves which i...","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"110 8","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71507312","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 : 2023-10-09DOI: 10.1080/10409289.2023.2266340
Taryn W. Morrissey, Kelsey M. Bowman
ABSTRACTResearch Findings: Despite the importance of early care and education (ECE) for children’s early learning and parents’ labor force participation, workers average low pay with few benefits. The precarity of work and low compensation contribute to staff turnover and other problems, with potential implications for staff well-being, children’s development, and parents’ employment. The COVID-19 pandemic exacerbated problems relating to the supply of and staff recruitment and retention in ECE. This paper provides a brief background and then reviews the empirical research linking early ECE worker compensation with program quality, children’s outcomes, and staff turnover. We identified a range of studies that examined pay or workplace benefits in ECE, the majority of which used nonexperimental methods. In general, most studies found small associations among low compensation, poor worker mental health or well-being, or turnover or intentions to leave their jobs or the early childhood field. Fewer studies examined associations between compensation and measures of quality or children’s outcomes, finding small or nonsignificant associations. One study using experimental methods found evidence that financial bonuses reduced staff turnover. Practice or Policy: Together, evidence suggests that low worker compensation is linked with poorer worker outcomes and staff turnover in ECE. Disclosure StatementNo potential conflict of interest was reported by the author(s).Notes1. See: https://eclkc.ohs.acf.hhs.gov/policy/45-cfr-chap-xiii/1302–91-staff-qualifications-competency-requirements.2. The Earned Income Tax Credit (EITC), Medicaid or the Children’s Health Insurance Program (CHIP), the Supplemental Nutrition Assistance Program (SNAP), or Temporary Assistance for Needy Families (TANF).3. Both before and after the Military Child Care Act, teachers at military centers were also eligible for benefits, including health and dental insurance, paid sick and annual leave, and a retirement plan.4. For more information, see: https://osse.dc.gov/ecepayequity.5. For more information, see: https://sfmayor.org/article/mayor-breed-announces-landmark-pay-raise-initiative-early-educators-city-funded-programs.6. For more information, see https://ballotpedia.org/New_Mexico_Constitutional_Amendment_1,_Land_Grant_Permanent_Fund_Distribution_for_Early_Childhood_Education_Amendment_(2022).Additional informationFundingThe authors are grateful for support from the Bainum Family Foundation and DC Action for Children.
{"title":"Early Care and Education Workforce Compensation, Program Quality, and Child Outcomes: A Review of the Research","authors":"Taryn W. Morrissey, Kelsey M. Bowman","doi":"10.1080/10409289.2023.2266340","DOIUrl":"https://doi.org/10.1080/10409289.2023.2266340","url":null,"abstract":"ABSTRACTResearch Findings: Despite the importance of early care and education (ECE) for children’s early learning and parents’ labor force participation, workers average low pay with few benefits. The precarity of work and low compensation contribute to staff turnover and other problems, with potential implications for staff well-being, children’s development, and parents’ employment. The COVID-19 pandemic exacerbated problems relating to the supply of and staff recruitment and retention in ECE. This paper provides a brief background and then reviews the empirical research linking early ECE worker compensation with program quality, children’s outcomes, and staff turnover. We identified a range of studies that examined pay or workplace benefits in ECE, the majority of which used nonexperimental methods. In general, most studies found small associations among low compensation, poor worker mental health or well-being, or turnover or intentions to leave their jobs or the early childhood field. Fewer studies examined associations between compensation and measures of quality or children’s outcomes, finding small or nonsignificant associations. One study using experimental methods found evidence that financial bonuses reduced staff turnover. Practice or Policy: Together, evidence suggests that low worker compensation is linked with poorer worker outcomes and staff turnover in ECE. Disclosure StatementNo potential conflict of interest was reported by the author(s).Notes1. See: https://eclkc.ohs.acf.hhs.gov/policy/45-cfr-chap-xiii/1302–91-staff-qualifications-competency-requirements.2. The Earned Income Tax Credit (EITC), Medicaid or the Children’s Health Insurance Program (CHIP), the Supplemental Nutrition Assistance Program (SNAP), or Temporary Assistance for Needy Families (TANF).3. Both before and after the Military Child Care Act, teachers at military centers were also eligible for benefits, including health and dental insurance, paid sick and annual leave, and a retirement plan.4. For more information, see: https://osse.dc.gov/ecepayequity.5. For more information, see: https://sfmayor.org/article/mayor-breed-announces-landmark-pay-raise-initiative-early-educators-city-funded-programs.6. For more information, see https://ballotpedia.org/New_Mexico_Constitutional_Amendment_1,_Land_Grant_Permanent_Fund_Distribution_for_Early_Childhood_Education_Amendment_(2022).Additional informationFundingThe authors are grateful for support from the Bainum Family Foundation and DC Action for Children.","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135093853","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 : 2023-10-09DOI: 10.1080/10409289.2023.2265269
Xinpei Xu, Xiaoyun Li, Tianyu Gu, Yan Li
ABSTRACTThis study examines the mediating effects of parental attributions of children’s academic failures in the relationship between maternal failure mind-sets and their parenting styles. Participants were 323 preschool children aged 4–6 years old, with their mothers completing online questionnaires on failure mind-sets, parenting styles, and attribution of children’s academic failures. Research Findings: The results indicated that: (1) a failure-enhancing mindset was positively related to authoritative parenting and showed no significant correlation with authoritarian parenting. Conversely, a failure-debilitating mindset was negatively correlated with authoritative parenting and positively correlated with authoritarian parenting; (2) the mediating role of attribution varied depending on the mindsets. Effort attribution did not mediate the association between failure-enhancing mind-set and authoritative parenting. However, ability attribution played a significant role in mediating the relationship between failure-debilitating mind-set and authoritarian parenting. Mothers with a failure-debilitating mind-set tended to attribute children’s academic failures to a lack of ability, which subsequently increased maternal authoritarian parenting. Practice or Policy: These results provide valuable insights into the factors in influencing parenting styles, emphasizing the role of cognitive factors such as failure mind-sets and attributions of children’s academic failures. The findings suggest that cognitive interventions targeting parental beliefs, including failure mind-sets and attributions, could be crucial for improving parenting style. AcknowledgmentsThe execution of this paper was a combined effort on behalf of all authors. YL and XX conceptualized and designed the study. XX conducted the data collection and statistical analysis. XX, XL, and TG drafted the initial manuscript before YL contributed to the writing of the manuscript. All authors read and approved the final manuscript.Disclosure StatementNo potential conflict of interest was reported by the author(s).Ethical StatementAll procedures performed in the study involving human participants were in accordance with the ethical standards of the Research Ethics Committee of Shanghai Normal University. Informed consent was obtained from all individual participants in the study.Additional informationFundingThis study was supported by was funded by STI 2030—Major Projects [grant number 2022ZD0209000] and the Humanities and Social Science Foundation of Shanghai Normal University [grant number 310-AC7031-20-003010]. The funding agents had no role in the study design; collection, analysis, and interpretation of the data; or writing of the manuscript.
{"title":"Maternal Failure Mindsets and Parenting Styles: Exploring the Mediating Role of Maternal Attributions of Children’s Academic Failures","authors":"Xinpei Xu, Xiaoyun Li, Tianyu Gu, Yan Li","doi":"10.1080/10409289.2023.2265269","DOIUrl":"https://doi.org/10.1080/10409289.2023.2265269","url":null,"abstract":"ABSTRACTThis study examines the mediating effects of parental attributions of children’s academic failures in the relationship between maternal failure mind-sets and their parenting styles. Participants were 323 preschool children aged 4–6 years old, with their mothers completing online questionnaires on failure mind-sets, parenting styles, and attribution of children’s academic failures. Research Findings: The results indicated that: (1) a failure-enhancing mindset was positively related to authoritative parenting and showed no significant correlation with authoritarian parenting. Conversely, a failure-debilitating mindset was negatively correlated with authoritative parenting and positively correlated with authoritarian parenting; (2) the mediating role of attribution varied depending on the mindsets. Effort attribution did not mediate the association between failure-enhancing mind-set and authoritative parenting. However, ability attribution played a significant role in mediating the relationship between failure-debilitating mind-set and authoritarian parenting. Mothers with a failure-debilitating mind-set tended to attribute children’s academic failures to a lack of ability, which subsequently increased maternal authoritarian parenting. Practice or Policy: These results provide valuable insights into the factors in influencing parenting styles, emphasizing the role of cognitive factors such as failure mind-sets and attributions of children’s academic failures. The findings suggest that cognitive interventions targeting parental beliefs, including failure mind-sets and attributions, could be crucial for improving parenting style. AcknowledgmentsThe execution of this paper was a combined effort on behalf of all authors. YL and XX conceptualized and designed the study. XX conducted the data collection and statistical analysis. XX, XL, and TG drafted the initial manuscript before YL contributed to the writing of the manuscript. All authors read and approved the final manuscript.Disclosure StatementNo potential conflict of interest was reported by the author(s).Ethical StatementAll procedures performed in the study involving human participants were in accordance with the ethical standards of the Research Ethics Committee of Shanghai Normal University. Informed consent was obtained from all individual participants in the study.Additional informationFundingThis study was supported by was funded by STI 2030—Major Projects [grant number 2022ZD0209000] and the Humanities and Social Science Foundation of Shanghai Normal University [grant number 310-AC7031-20-003010]. The funding agents had no role in the study design; collection, analysis, and interpretation of the data; or writing of the manuscript.","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135095095","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 : 2023-09-28DOI: 10.1080/10409289.2023.2263311
Jie Zhu, Wu-Ying Hsieh, Pui-Sze Yeung
ABSTRACTResearch Findings: This study explored the mathematical belief profiles of Chinese early childhood teachers and examined the associations with teacher characteristics. A total of 391 teachers completed the Early Childhood Teacher Mathematical Belief Scale, of which 36 teachers were interviewed to provide further information. The latent profile analysis identified three distinct mathematical belief profiles: (1) Constructivist profile, (2) Mixed high constructivist and traditional profile, and (3) Mixed low constructivist and traditional profile. Teachers with bianzhi, more than 15 years of teaching experience, and having received professional development in early math were more likely to adopt a Constructivist profile. Practice or Policy: The results showed there are intra-cultural variations in Chinese teachers’ beliefs about early math teaching and learning. This study highlights the need for early childhood teacher educators and policymakers to consider how to help teachers find an appropriate balance between western pedagogies and Chinese traditions. Disclosure StatementNo potential conflict of interest was reported by the author(s).
{"title":"Exploring Chinese Early Childhood Teachers’ Mathematical Belief Profiles and Associated Teacher Characteristics","authors":"Jie Zhu, Wu-Ying Hsieh, Pui-Sze Yeung","doi":"10.1080/10409289.2023.2263311","DOIUrl":"https://doi.org/10.1080/10409289.2023.2263311","url":null,"abstract":"ABSTRACTResearch Findings: This study explored the mathematical belief profiles of Chinese early childhood teachers and examined the associations with teacher characteristics. A total of 391 teachers completed the Early Childhood Teacher Mathematical Belief Scale, of which 36 teachers were interviewed to provide further information. The latent profile analysis identified three distinct mathematical belief profiles: (1) Constructivist profile, (2) Mixed high constructivist and traditional profile, and (3) Mixed low constructivist and traditional profile. Teachers with bianzhi, more than 15 years of teaching experience, and having received professional development in early math were more likely to adopt a Constructivist profile. Practice or Policy: The results showed there are intra-cultural variations in Chinese teachers’ beliefs about early math teaching and learning. This study highlights the need for early childhood teacher educators and policymakers to consider how to help teachers find an appropriate balance between western pedagogies and Chinese traditions. Disclosure StatementNo potential conflict of interest was reported by the author(s).","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425356","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 : 2023-09-28DOI: 10.1080/10409289.2023.2260683
Sian McDonald, Olga Fotakopoulou
Research Findings: Children are increasingly using touchscreen technologies at home, which has become a recurring feature within their classroom too. Research has investigated the potential effect of using computer-based tests to assess pupils’ performance rather than traditional paper tests. An agreement has still not been formed about the impact of the mode of assessment on pupils’ mathematical test scores. A mixed methods design was employed to explore the impact of the testing on young children’s mathematical test scores. Thirty-seven children 4-7-years old were recruited from a primary school in England with their parents. A mathematical test on paper and an iPad was administered to each participant which was accompanied by an interview. Data regarding the use of touchscreens at home were explored with an on-line parental questionnaire. The results showed that gender and test type impact mathematical test scores, with females performing the best on the iPad test. The findings also suggested that as tablet usage increased at home, iPad mathematical test scores decreased. The interviews revealed that children rely on different strategies when resolving mathematical problems. Practice or Policy: Digital testing may enable a better investigation of mathematical skills in the first years of schooling and of differences between males and females’ responses to solving mathematical questions, which then could be used to tailor the curriculum.
{"title":"Narrowing the Digital Divide in Early Maths: How Different Modes of Assessment Influence Young Children’s Mathematical Test Scores","authors":"Sian McDonald, Olga Fotakopoulou","doi":"10.1080/10409289.2023.2260683","DOIUrl":"https://doi.org/10.1080/10409289.2023.2260683","url":null,"abstract":"Research Findings: Children are increasingly using touchscreen technologies at home, which has become a recurring feature within their classroom too. Research has investigated the potential effect of using computer-based tests to assess pupils’ performance rather than traditional paper tests. An agreement has still not been formed about the impact of the mode of assessment on pupils’ mathematical test scores. A mixed methods design was employed to explore the impact of the testing on young children’s mathematical test scores. Thirty-seven children 4-7-years old were recruited from a primary school in England with their parents. A mathematical test on paper and an iPad was administered to each participant which was accompanied by an interview. Data regarding the use of touchscreens at home were explored with an on-line parental questionnaire. The results showed that gender and test type impact mathematical test scores, with females performing the best on the iPad test. The findings also suggested that as tablet usage increased at home, iPad mathematical test scores decreased. The interviews revealed that children rely on different strategies when resolving mathematical problems. Practice or Policy: Digital testing may enable a better investigation of mathematical skills in the first years of schooling and of differences between males and females’ responses to solving mathematical questions, which then could be used to tailor the curriculum.","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425091","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 : 2023-09-24DOI: 10.1080/10409289.2023.2260690
Xunyi Lin, Wanlin Xie, Yutong Liao
ABSTRACTThis study examined the serial mediating effects of negative parenting and children’s mastery motivation on the relationship between family socioeconomic status (SES) and internalizing and externalizing problem behaviors in Chinese preschoolers. A sample of 669 Chinese children between 3 and 6 years (Mage = 4.83, SDage = 0.87, 50.4% girls) was recruited from 12 public kindergartens in a coastal city in southeastern China based on a stratified random sampling procedure. Their parents completed the Multidimensional Assessment of Parenting Scale (MAPS), Dimensions of Mastery Questionnaire for Preschool Children (DMQ 18), and Children’s Problem Behaviors Scale (CPBS). Research Findings: (1) family SES was significantly related to reduced negative parenting and children’s problem behaviors as well as increased children’s mastery motivation; (2) family SES affected children’s problem behaviors indirectly through the single mediating path of negative parenting and the single mediating path of children’s mastery motivation; and (3) negative parenting and children’s mastery motivation were identified the serial mediators between family SES and children’s problem behaviors. Practice or Policy: This study has demonstrated how family SES would interact with negative parenting practices concerning early childhood development. The findings also indicated that strategies that assist parents in adopting positive parenting practices or facilitate the development of mastery motivation in children might reduce the occurrence of children’s problem behaviors. Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the National Education Sciences Planning Fund of China [BDA210076].
{"title":"The Mediating Role of Negative Parenting and Children’s Mastery Motivation on Socioeconomic Status and Chinese Preschoolers’ Problem Behaviors","authors":"Xunyi Lin, Wanlin Xie, Yutong Liao","doi":"10.1080/10409289.2023.2260690","DOIUrl":"https://doi.org/10.1080/10409289.2023.2260690","url":null,"abstract":"ABSTRACTThis study examined the serial mediating effects of negative parenting and children’s mastery motivation on the relationship between family socioeconomic status (SES) and internalizing and externalizing problem behaviors in Chinese preschoolers. A sample of 669 Chinese children between 3 and 6 years (Mage = 4.83, SDage = 0.87, 50.4% girls) was recruited from 12 public kindergartens in a coastal city in southeastern China based on a stratified random sampling procedure. Their parents completed the Multidimensional Assessment of Parenting Scale (MAPS), Dimensions of Mastery Questionnaire for Preschool Children (DMQ 18), and Children’s Problem Behaviors Scale (CPBS). Research Findings: (1) family SES was significantly related to reduced negative parenting and children’s problem behaviors as well as increased children’s mastery motivation; (2) family SES affected children’s problem behaviors indirectly through the single mediating path of negative parenting and the single mediating path of children’s mastery motivation; and (3) negative parenting and children’s mastery motivation were identified the serial mediators between family SES and children’s problem behaviors. Practice or Policy: This study has demonstrated how family SES would interact with negative parenting practices concerning early childhood development. The findings also indicated that strategies that assist parents in adopting positive parenting practices or facilitate the development of mastery motivation in children might reduce the occurrence of children’s problem behaviors. Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the National Education Sciences Planning Fund of China [BDA210076].","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135926520","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 : 2023-09-24DOI: 10.1080/10409289.2023.2260680
Rica Ramírez, Lisa M. López, Olivia Hernandez Gonzalez, Marcela Galicia, Eugene Komaroff, Carol Scheffner Hammer
ABSTRACTResearch Findings: There is limited research regarding socio-emotional development in low-income Latino Dual Language Learner (DLL) children. A total of 14 studies have been identified in a comprehensive review of the literature (Halle et al. 2014). Within these studies the majority have focused on problem behaviors within this population. Through a strength-based lens, the current study examined changes in the development of positive peer interactions of Latino DLLs across their preschool year, along with child-level and eco-cultural factors that may support this development. A total of 397 low-income preschool Latino DLL children participated in the study. Teachers completed the Penn Interactive Peer Play Scale (PIPPS-T) and the Preschool Learning Behaviors Scale (PLBS), children were assessed on oral language measures, and classroom observations took place using the CLASS. Findings indicate positive increases in Latino DLL children’s play interaction skills, along with decreases in problem behaviors across the preschool year. Emotional support, teacher’s Spanish proficiency, oral language skills, and approaches to learning were positively related to peer interaction scores.Practice or Policy: This study has important implications for practitioners regarding improving the positive peer interactions of Latino DLLs, specifically low-income children, enrolled in preschool classrooms and supports the use of the home language in the classroom. Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by NIH-NICHD [5U01HD060296].
研究发现:关于低收入拉丁裔双语学习者(DLL)儿童社会情感发展的研究有限。在对文献的全面回顾中，共确定了14项研究(Halle et al. 2014)。在这些研究中，大多数都集中在这个人群的问题行为上。通过基于优势的视角，本研究考察了拉丁裔dls在整个学龄前期间积极同伴互动发展的变化，以及可能支持这种发展的儿童水平和生态文化因素。共有397名低收入的学龄前拉丁裔DLL儿童参与了这项研究。教师完成了宾夕法尼亚大学同伴互动游戏量表(PIPPS-T)和学前学习行为量表(PLBS)，对儿童进行了口头语言评估，并使用CLASS进行了课堂观察。研究结果表明，拉丁裔DLL儿童在游戏互动技能方面有积极的增长，在整个学前阶段，问题行为也有所减少。情感支持、教师的西班牙语熟练程度、口语技能和学习方法与同伴互动得分呈正相关。实践或政策:本研究对在学前班注册并支持在课堂上使用母语的拉丁裔非母语儿童，特别是低收入家庭儿童，在改善积极的同伴互动方面具有重要意义。披露声明作者未报告潜在的利益冲突。本研究得到了NIH-NICHD [5U01HD060296]的支持。
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Pub Date : 2023-09-18DOI: 10.1080/10409289.2023.2257574
Kenji Kitamura
ABSTRACTResearch Findings: Despite the prevalence of integrating early childhood education (ECE) into formal schooling, there is limited evidence on how school-based ECE affects children compared to other types of ECE, particularly in Low and Middle-Income Countries (LMICs). Therefore, this study examined school-based ECE programs compared with independent ECE programs in an urban region in Nepal. The study employed weighting estimation approaches, using unique cross-sectional data of 652 children (483 children from 138 school-based programs and 169 children from 50 independent programs) aged four years from the Lalitpur municipality. The study found that, relative to independent programs, school-based programs are negatively associated with children’s development, particularly in the cognitive and socio-emotional domains. The mean differences in these outcomes remained statistically significant with medium effect sizes (d = 0.31–0.43) even after accounting for available confounders. The results also suggest that lower levels of classroom structural quality, such as teacher’s education, class size, and learning resources, may partially account for the lower developmental outcomes of school-based programs compared to independent programs. Practice or Policy: The findings highlight the need for stakeholders to focus on improving the quality of school-based ECE programs to address inequity in the current ECE system in Nepal. AcknowledgmentsI would like to extend my sincere gratitude to Sarthak Shiksha for providing access to the data used in this study. I would also like to acknowledge the valuable contributions of Professor Oren Pizmony-Levy at Teachers College, Columbia University, who provided insightful feedback during the initial stages of this study as part of my master’s thesis, and Professor Dana McCoy at the Harvard Graduate School of Education, who offered valuable suggestions during the revision of this paper. Furthermore, I would like to express my appreciation to the participating children and the enumerators who collected the data in the Lalitpur municipality for their invaluable contributions to the study.Disclosure StatementNo potential conflict of interest was reported by the author(s).
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