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).
{"title":"School-Based Early Childhood Education and Children’s Development in Urban Nepal","authors":"Kenji Kitamura","doi":"10.1080/10409289.2023.2257574","DOIUrl":"https://doi.org/10.1080/10409289.2023.2257574","url":null,"abstract":"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).","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135150086","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 : 2023-09-14DOI: 10.1080/10409289.2023.2257575
Pamela W. Garner, Kyndra V. Middleton
ABSTRACTResearch Findings: We examined whether early childhood preservice teachers’ emotional competence and commitment to social emotional learning moderated associations between their beliefs about social justice and self-reported tolerance for and conceptions of the negative costs of Black preschool boys’ challenging classroom behavior. The 164 participants were mostly White and female. Participants reported on their social justice teaching beliefs, emotional competence, and commitment to social emotional learning. Tolerance for Black boys’ challenging behavior and perceptions of the likely outcomes of behavior were assessed via hypothetical vignettes. Participants with teaching experience scored higher on emotional competence. Black boys were perceived as more likely to experience greater negative academic costs for challenging behavior. The association between social justice teaching beliefs and conceptions of Black boys’ challenging behavior as having high negative social costs was positive for preservice teachers high in emotional competence, but negative when emotional competence was low. The association between social justice teaching beliefs and conceptions of Black boys’ challenging behavior as having high negative social costs was also positive for participants low in the commitment to social emotional learning. Practice and Policy: Results are discussed in relation to early childhood teacher preparation for culturally responsive instructional and classroom management practices. AcknowledgmentsWe thank the preservice teachers who participated in this research and the research assistants for their help with data collection and coding.Disclosure StatementNo potential conflict of interest was reported by the author(s).
{"title":"Preservice Teachers’ Social Justice Teaching Beliefs and Attributions of Black Boys’ Classroom Behavior","authors":"Pamela W. Garner, Kyndra V. Middleton","doi":"10.1080/10409289.2023.2257575","DOIUrl":"https://doi.org/10.1080/10409289.2023.2257575","url":null,"abstract":"ABSTRACTResearch Findings: We examined whether early childhood preservice teachers’ emotional competence and commitment to social emotional learning moderated associations between their beliefs about social justice and self-reported tolerance for and conceptions of the negative costs of Black preschool boys’ challenging classroom behavior. The 164 participants were mostly White and female. Participants reported on their social justice teaching beliefs, emotional competence, and commitment to social emotional learning. Tolerance for Black boys’ challenging behavior and perceptions of the likely outcomes of behavior were assessed via hypothetical vignettes. Participants with teaching experience scored higher on emotional competence. Black boys were perceived as more likely to experience greater negative academic costs for challenging behavior. The association between social justice teaching beliefs and conceptions of Black boys’ challenging behavior as having high negative social costs was positive for preservice teachers high in emotional competence, but negative when emotional competence was low. The association between social justice teaching beliefs and conceptions of Black boys’ challenging behavior as having high negative social costs was also positive for participants low in the commitment to social emotional learning. Practice and Policy: Results are discussed in relation to early childhood teacher preparation for culturally responsive instructional and classroom management practices. AcknowledgmentsWe thank the preservice teachers who participated in this research and the research assistants for their help with data collection and coding.Disclosure StatementNo potential conflict of interest was reported by the author(s).","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134912097","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 : 2023-08-29DOI: 10.1080/10409289.2023.2250982
Yu Zhou, Shuhan Jiang, Yong-Zhi Jiang
{"title":"Towards Better Cultural Enlightenment: Identify Chinese Preschoolers’ Cultural Cognition Traits and Predictors","authors":"Yu Zhou, Shuhan Jiang, Yong-Zhi Jiang","doi":"10.1080/10409289.2023.2250982","DOIUrl":"https://doi.org/10.1080/10409289.2023.2250982","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41739320","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 : 2023-08-29DOI: 10.1080/10409289.2023.2252706
A. Vinter, Patrick Bard, Helle Lukowski-Duplessy, B. Poulin-Charronnat
{"title":"Learning to Name Uppercase and Lowercase Letters in Preschoolers and Kindergarteners: An Investigation of the Effects of Child- and Letter-Related Factors","authors":"A. Vinter, Patrick Bard, Helle Lukowski-Duplessy, B. Poulin-Charronnat","doi":"10.1080/10409289.2023.2252706","DOIUrl":"https://doi.org/10.1080/10409289.2023.2252706","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47372207","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 : 2023-08-24DOI: 10.1080/10409289.2023.2251232
{"title":"Correction","authors":"","doi":"10.1080/10409289.2023.2251232","DOIUrl":"https://doi.org/10.1080/10409289.2023.2251232","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43930570","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 : 2023-08-20DOI: 10.1080/10409289.2023.2247954
Amie F. Bettencourt, D. Gross, N. Schock, Rebecca A Ferro, N. Perrin
{"title":"Embedding a Parenting Skills Program in Public PreK: Outcomes of a Quasi-Experimental Mixed Methods Study","authors":"Amie F. Bettencourt, D. Gross, N. Schock, Rebecca A Ferro, N. Perrin","doi":"10.1080/10409289.2023.2247954","DOIUrl":"https://doi.org/10.1080/10409289.2023.2247954","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2023-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47269384","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 : 2023-08-20DOI: 10.1080/10409289.2023.2247953
Qingqing Yang, K. Zimmermann, C. Bartholomew, Kelly M. Purtell, Arya Ansari
{"title":"Preschool Classroom Age Composition and Physical Literacy Environment: Influence on Children’s Emergent Literacy Outcomes","authors":"Qingqing Yang, K. Zimmermann, C. Bartholomew, Kelly M. Purtell, Arya Ansari","doi":"10.1080/10409289.2023.2247953","DOIUrl":"https://doi.org/10.1080/10409289.2023.2247953","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2023-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46337013","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 : 2023-08-07DOI: 10.1080/10409289.2023.2244349
Michelle N. Maurer
{"title":"Correlates of Early Handwriting: Differential Patterns for Girls and Boys","authors":"Michelle N. Maurer","doi":"10.1080/10409289.2023.2244349","DOIUrl":"https://doi.org/10.1080/10409289.2023.2244349","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45387781","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 : 2023-08-07DOI: 10.1080/10409289.2023.2244859
Gerilyn Slicker, Christina Areizaga Barbieri, Jason T. Hustedt
{"title":"The Role of State Subsidy Policies in Early Education Programs’ Decisions to Accept Subsidies: Evidence from Nationally Representative Data","authors":"Gerilyn Slicker, Christina Areizaga Barbieri, Jason T. Hustedt","doi":"10.1080/10409289.2023.2244859","DOIUrl":"https://doi.org/10.1080/10409289.2023.2244859","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41396108","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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