Pub Date : 2023-03-06DOI: 10.1080/10409289.2023.2186089
Yushan Jiang, Carrie Lau, C. Tan
{"title":"Socioeconomic Status and Children’s English Language and Literacy Outcomes: The Mediating Role of Home Literacy Environment","authors":"Yushan Jiang, Carrie Lau, C. Tan","doi":"10.1080/10409289.2023.2186089","DOIUrl":"https://doi.org/10.1080/10409289.2023.2186089","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46441718","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 : 2023-02-19DOI: 10.1080/10409289.2023.2179790
Elizabeth Hentschel, Ha Tran, H. Leslie, Aisha K. Yousafzai
{"title":"Validity, Reliability, and Relevance of a Measurement Tool for Childcare Providers’ Work-Related Stress and Job Satisfaction","authors":"Elizabeth Hentschel, Ha Tran, H. Leslie, Aisha K. Yousafzai","doi":"10.1080/10409289.2023.2179790","DOIUrl":"https://doi.org/10.1080/10409289.2023.2179790","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42565468","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 : 2023-02-15DOI: 10.1080/10409289.2023.2172673
Dorit Aram, C. A. Shachar
{"title":"“Let’s Write Each Other Messages”: Association Between Involvement in Writing in a Preschool Online Forum and Early Literacy Progress","authors":"Dorit Aram, C. A. Shachar","doi":"10.1080/10409289.2023.2172673","DOIUrl":"https://doi.org/10.1080/10409289.2023.2172673","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42828423","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 : 2023-02-02DOI: 10.1080/10409289.2023.2173463
Amy M. Roberts, Alexandra M. Daro, Kathleen C. Gallagher
ABSTRACT Research Findings: This study used a person-centered data analytic approach to identify distinct subgroups of early childhood educators (n= 133) based on their responses to multiple indicators of well-being (psychological, financial, and health indicators). Various fit indices established a two-class solution. Specifically, one group was characterized by more positive well-being and the other by less positive well-being. Subgroup differences were the greatest for indicators of psychological well-being, including self-care and self-compassion. In addition, educators with less than a bachelor’s degree, working as assistant teachers, receiving less pay, with more adverse childhood experiences, were overrepresented in the less positive well-being group, demonstrating system inequities and opportunities for improvement.Practice or Policy: These findings have implications for supporting the early care and education workforce. Specifically, findings suggest psychological well-being, including self-care and self-compassion, may be relevant focus areas for organizational and systems change efforts or interventions. Furthermore, findings suggest that trauma-informed approaches and support for assistant teachers are particularly important to promote equity and well-being across the workforce.
{"title":"Profiles of Well-Being Among Early Childhood Educators","authors":"Amy M. Roberts, Alexandra M. Daro, Kathleen C. Gallagher","doi":"10.1080/10409289.2023.2173463","DOIUrl":"https://doi.org/10.1080/10409289.2023.2173463","url":null,"abstract":"ABSTRACT Research Findings: This study used a person-centered data analytic approach to identify distinct subgroups of early childhood educators (n= 133) based on their responses to multiple indicators of well-being (psychological, financial, and health indicators). Various fit indices established a two-class solution. Specifically, one group was characterized by more positive well-being and the other by less positive well-being. Subgroup differences were the greatest for indicators of psychological well-being, including self-care and self-compassion. In addition, educators with less than a bachelor’s degree, working as assistant teachers, receiving less pay, with more adverse childhood experiences, were overrepresented in the less positive well-being group, demonstrating system inequities and opportunities for improvement.Practice or Policy: These findings have implications for supporting the early care and education workforce. Specifically, findings suggest psychological well-being, including self-care and self-compassion, may be relevant focus areas for organizational and systems change efforts or interventions. Furthermore, findings suggest that trauma-informed approaches and support for assistant teachers are particularly important to promote equity and well-being across the workforce.","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"34 1","pages":"1414 - 1428"},"PeriodicalIF":2.9,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47004971","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 : 2023-01-18DOI: 10.1080/10409289.2023.2166317
E. Dede Yildirim, Corinne Blake, J. L. Roopnarine
ABSTRACT Maternal reports from the UNICEF Multiple Indicator Cluster Surveys were determined whether preschool enrollment strengthened the associations between paternal, maternal, and allocaregivers’ (e.g. grandparents, aunts, uncles) engagement in literacy-type and social activities and children’s literacy and social skills. The sample consisted of 47,832 mother-father pairs, other household members, and preschool-aged children in cultural communities in 14 African countries. Research Findings: Household resources, educational attainment, and educational materials were consistent predictors of children’s literacy and social skills. Children whose mothers, fathers, and allocaregivers read to them and who were in preschool performed better on the literacy skills assessments than those whose caregivers did not read to them and did not attend preschool. Reading was a better predictor of children’s literacy skills than storytelling or naming/counting objects. Preschool enrollment appears to be a better predictor of children’s literacy and social skills than caregiver engagement. Practice and Policy: Expanding literacy materials, encouraging father involvement, and sustaining collaborations between parents and allocaregivers with preschool programs may help to cultivate children's social and literacy skills.
{"title":"Does Preschool Education Moderate the Associations Between Paternal, Maternal, and Allocaregivers’ Engagement and Children’s Literacy and Social Skills in African Countries?","authors":"E. Dede Yildirim, Corinne Blake, J. L. Roopnarine","doi":"10.1080/10409289.2023.2166317","DOIUrl":"https://doi.org/10.1080/10409289.2023.2166317","url":null,"abstract":"ABSTRACT Maternal reports from the UNICEF Multiple Indicator Cluster Surveys were determined whether preschool enrollment strengthened the associations between paternal, maternal, and allocaregivers’ (e.g. grandparents, aunts, uncles) engagement in literacy-type and social activities and children’s literacy and social skills. The sample consisted of 47,832 mother-father pairs, other household members, and preschool-aged children in cultural communities in 14 African countries. Research Findings: Household resources, educational attainment, and educational materials were consistent predictors of children’s literacy and social skills. Children whose mothers, fathers, and allocaregivers read to them and who were in preschool performed better on the literacy skills assessments than those whose caregivers did not read to them and did not attend preschool. Reading was a better predictor of children’s literacy skills than storytelling or naming/counting objects. Preschool enrollment appears to be a better predictor of children’s literacy and social skills than caregiver engagement. Practice and Policy: Expanding literacy materials, encouraging father involvement, and sustaining collaborations between parents and allocaregivers with preschool programs may help to cultivate children's social and literacy skills.","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"34 1","pages":"1429 - 1446"},"PeriodicalIF":2.9,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48937775","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 : 2023-01-18DOI: 10.1080/10409289.2022.2163140
M. Perlman, O. Falenchuk, Samantha Burns, Anne Hepditch, Karen Gray
ABSTRACT Research Findings: Measures of home child care (HCC) quality are limited and tend to be labor intensive. This article presents the measure development process as well as psychometric, construct, convergent and discriminant validity analyses for the HCC version of the Assessment for Quality Improvement (HCC-AQI) measure. The HCC-AQI is part of a suite of observational measures developed by the City of Toronto for use in its early childhood education and care Quality Rating and Improvement System. It takes 60–90 minutes to administer, making it significantly more efficient than other measures. Instrument development involved expert panels and item response theory analyses. Exploratory factor analyses and internal consistency analyses indicate that the HCC-AQI measure can be categorized into two subscales: Physical Space and Experiences and Caregiver/Child Interactions. Moderately strong correlations between these subscales also support computing total HCC-AQI scores. Correlations between the Infant/Toddler and Early Childhood Home Observation for Measurement of the Environment and the Responsive Interactions for Learning scale were moderate, providing evidence for convergent validity. Practice or Policy: the HCC-AQI is a promising efficient measure of HCC that can be used for research as well as quality improvement and accountability purposes.
{"title":"Instrument Development and Validation of the Home Child Care Version of the Assessment for Quality Improvement","authors":"M. Perlman, O. Falenchuk, Samantha Burns, Anne Hepditch, Karen Gray","doi":"10.1080/10409289.2022.2163140","DOIUrl":"https://doi.org/10.1080/10409289.2022.2163140","url":null,"abstract":"ABSTRACT Research Findings: Measures of home child care (HCC) quality are limited and tend to be labor intensive. This article presents the measure development process as well as psychometric, construct, convergent and discriminant validity analyses for the HCC version of the Assessment for Quality Improvement (HCC-AQI) measure. The HCC-AQI is part of a suite of observational measures developed by the City of Toronto for use in its early childhood education and care Quality Rating and Improvement System. It takes 60–90 minutes to administer, making it significantly more efficient than other measures. Instrument development involved expert panels and item response theory analyses. Exploratory factor analyses and internal consistency analyses indicate that the HCC-AQI measure can be categorized into two subscales: Physical Space and Experiences and Caregiver/Child Interactions. Moderately strong correlations between these subscales also support computing total HCC-AQI scores. Correlations between the Infant/Toddler and Early Childhood Home Observation for Measurement of the Environment and the Responsive Interactions for Learning scale were moderate, providing evidence for convergent validity. Practice or Policy: the HCC-AQI is a promising efficient measure of HCC that can be used for research as well as quality improvement and accountability purposes.","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"34 1","pages":"1665 - 1681"},"PeriodicalIF":2.9,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42844796","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 : 2023-01-10DOI: 10.1080/10409289.2023.2166315
Chen Chen, Nanxi Chen, Jinliang Qin
{"title":"Profiles and Predictors of Physical Abuse and Behavior Problems in Chinese Preschool-Aged Children","authors":"Chen Chen, Nanxi Chen, Jinliang Qin","doi":"10.1080/10409289.2023.2166315","DOIUrl":"https://doi.org/10.1080/10409289.2023.2166315","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43784917","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 : 2023-01-05DOI: 10.1080/10409289.2022.2155772
Sarah N. Lang, Shinyoung Jeon, Erin Tebben
{"title":"Relationships Between Families and Head Start Staff: Associations with Children’s Academic Outcomes Through Home Involvement and Approaches to Learning","authors":"Sarah N. Lang, Shinyoung Jeon, Erin Tebben","doi":"10.1080/10409289.2022.2155772","DOIUrl":"https://doi.org/10.1080/10409289.2022.2155772","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46158858","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 : 2023-01-01Epub Date: 2022-06-27DOI: 10.1080/10409289.2022.2094159
Katherine W Paschall, Melissa A Barnett, Ann M Mastergeorge, Xiaomin Li, Maria Belinda Vasquez
Preschool teachers' relationships with children are a critical component of classroom quality. We draw from a sample of N=2,114 children attending Head Start to examine child-centered profiles of experiences across two dimensions of classroom interaction quality that are often considered separately, individual teacher-child closeness and conflict and classroom-level instructional and emotional support. Findings reveal considerable heterogeneity in Head Start children's experiences, as the profiles differed on individual conflict, and classroom emotional and instructional support. The largest profile was characterized by a positive emotional climate and low instructional support. Higher teacher distress was associated with the highest quality and the highest conflict profiles. The results also revealed early evidence for gender and race and ethnicity-based disadvantages in Head Start classroom experiences.
{"title":"A new look at teacher interactional quality: Profiles of individual teacher-child relationship and classroom teaching quality among Head Start students.","authors":"Katherine W Paschall, Melissa A Barnett, Ann M Mastergeorge, Xiaomin Li, Maria Belinda Vasquez","doi":"10.1080/10409289.2022.2094159","DOIUrl":"10.1080/10409289.2022.2094159","url":null,"abstract":"<p><p>Preschool teachers' relationships with children are a critical component of classroom quality. We draw from a sample of N=2,114 children attending Head Start to examine child-centered profiles of experiences across two dimensions of classroom interaction quality that are often considered separately, individual teacher-child closeness and conflict and classroom-level instructional and emotional support. Findings reveal considerable heterogeneity in Head Start children's experiences, as the profiles differed on individual conflict, and classroom emotional and instructional support. The largest profile was characterized by a positive emotional climate and low instructional support. Higher teacher distress was associated with the highest quality and the highest conflict profiles. The results also revealed early evidence for gender and race and ethnicity-based disadvantages in Head Start classroom experiences.</p>","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"34 5","pages":"1172-1190"},"PeriodicalIF":2.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10292729/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9726342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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