Early Childhood Research Quarterly最新文献

Kindergarten Health and Absenteeism: Implications for Academic Achievement and Racial and Ethnic Disparities 幼儿园健康与缺勤：对学业成就与种族与民族差异的影响

IF 3.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2026-02-07 DOI: 10.1016/j.ecresq.2026.01.011

Lily Steyer, Javier Omar, Michael J. Sulik, Jelena Obradović

引用次数: 0

Head start staff well-being: early impact results from a cluster randomized controlled trial (RCT) of the Happy Teacher Wellness Intervention 快乐教师健康干预的集群随机对照试验（RCT）的早期影响结果

IF 3.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2026-02-07 DOI: 10.1016/j.ecresq.2026.01.001

Kyong-Ah Kwon, Timothy G. Ford, Carolyn Cheema, Mia Kile, Hongwu Wang, Jessica Tsotsoros, Ken Randall, Brenda Lloyd-Jones, Sherri Castle, Seulki Jang, Yong Ju Jung, Hanna Lee, Sun Geun Kim, Barbara Sorrels, Le Wang, Diane M. Horm, Wonkyung Jang

引用次数: 0

The roles of emotion understanding and peer play on Turkish preschoolers’ social problem-solving 情绪理解和同伴游戏在土耳其学龄前儿童社会问题解决中的作用

IF 3.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2026-02-05 DOI: 10.1016/j.ecresq.2026.01.012

Burcu Bugan-Kisir, Feyza Corapci

引用次数: 0

Exploring job burnout among family child care providers who participate in the child care subsidy system 参与托儿补助制度的家庭托儿人员职业倦怠的研究

IF 3.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2026-02-03 DOI: 10.1016/j.ecresq.2026.01.009

Yoonsook Ha, Juliann Nicholson, Paripoorna Baxi, Roberto S. Salva, Pamela Joshi, Kate Giapponi Schneider

引用次数: 0

Caregivers’ interaction skills in center-based childcare: Associations with ratios, education, and interaction contexts 照料者在以中心为基础的儿童保育中的互动技巧：与比率、教育和互动环境的关联

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2026-01-29 DOI: 10.1016/j.ecresq.2026.01.010

Ida Egmose , Laura Lærkegaard Støve , Anna Fleng Nielsen , Anne Christine Stuart , Katrien O.W. Helmerhorst , Katrine Isabella Wendelboe , Mette Skovgaard Væver , Johanne Smith-Nielsen

High-quality interactions between childcare professionals and children are essential for supporting child development. In this study, we examined how caregiver interaction skills vary in relation to child-to-caregiver ratios and caregiver education, and across different daily interaction contexts (e.g., meals and diaper changes) in early center-based childcare. Additionally, we compared different operationalizations of child-to-caregiver ratios and their associations with caregiver interaction skills. Participants were 136 childcare professionals working in center-based childcare for children under 3 years within the capital region of Denmark. Caregiver interaction skills were coded from video recordings of four typical daily interaction contexts: diaper change, mealtime, transition, and play. Three ratio measures were assessed: a self-reported ratio, a care-group ratio based on hourly counts of caregivers and children in the care group, and a situation-specific ratio based on second-by-second counts of caregivers and children involved in the assessed interaction. Generalized Estimating Equations showed that the situation-specific ratio was associated with sensitive responsiveness, while the care-group ratio was consistently associated with caregivers’ educational interaction skills. Further, caregivers with formal childcare education (a bachelor’s degree or vocational training) demonstrated better educational interaction skills than those without. Finally, caregiver interaction skills were lower during routine situations than during play. The findings underscore the need for future research to carefully define and differentiate among operationalizations of child-to-caregiver ratios and varying levels of ECEC qualifications and to examine ways to strengthen interaction quality in everyday routines.

儿童保育专业人员与儿童之间的高质量互动对于支持儿童发展至关重要。在本研究中，我们研究了在早期中心托儿中，照顾者的互动技能如何与儿童与照顾者的比例和照顾者的教育有关，以及在不同的日常互动环境中（例如，吃饭和换尿布）。此外，我们比较了儿童与照顾者比率的不同运作方式及其与照顾者互动技能的关系。参与者是136名儿童保育专业人员，他们在丹麦首都地区从事以中心为基础的3岁以下儿童保育工作。看护人的互动技巧通过四种典型的日常互动情景的视频记录进行编码：换尿布、吃饭时间、过渡和玩耍。评估了三种比率测量：自我报告的比率，基于护理组中照顾者和儿童每小时计数的护理组比率，以及基于参与评估互动的照顾者和儿童每秒钟计数的情境特定比率。广义估计方程显示情境特定比率与敏感反应相关，而护理组比率与照顾者的教育互动技能一致相关。此外，受过正规托儿教育（学士学位或职业培训）的照顾者比没有受过教育的照顾者表现出更好的教育互动技能。最后，照护者的互动技巧在日常情境下比在玩耍时更低。研究结果强调了未来研究的必要性，需要仔细定义和区分儿童与看护人比例的操作方式和不同水平的ECEC资格，并研究如何加强日常生活中的互动质量。

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引用次数: 0

Participation across public programs among children in low-income families: Public preschool, child care subsidies, and the supplemental nutrition assistance program 低收入家庭儿童参与公共项目：公立学前教育、儿童保育补贴和补充营养援助项目

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2026-01-28 DOI: 10.1016/j.ecresq.2026.01.007

Michah W. Rothbart , Colleen Heflin , Taryn W. Morrissey , Xiaohan Sun

Early care and education (ECE) and nutrition assistance programs expand opportunity during early childhood. Although prior research examines participation in individual ECE programs, few investigate how families combine support across programs despite overlap in eligibility, or how nutrition assistance influences these decisions. Using linked administrative data from Virginia (2015–2019), this study examines how low-income families bundle public preschool with child care subsidies, and the extent to which the Supplemental Nutrition Assistance Program (SNAP) changes these bundles during the pre-K year. We explore who combines which ECE programs, when combinations occur, and how these patterns relate to hours in ECE using a sample of 176,773 first-time kindergarteners eligible for free or reduced-price lunch. We then focus on 98,965 of these children who participated in SNAP during the pre-K year. Child care subsidy participation is greatest among low-income children in private ECE, but also common among public pre-K participants, suggesting mismatches between preschool and parent work schedules. Subsidy participation is associated with greater weekly hours in licensed ECE across public, private, and other settings. Black children from low-income households are most likely to attend public ECE and participate in subsidies, whereas Hispanic children are least likely to participate in public ECE, subsidies, and SNAP. We show subsidy timing varies by ECE type: utilization peaks during the academic year for those in private ECE and declines in summer, but ticks up in summer for those in public ECE or other settings. Findings highlight the importance of public program coordination in supporting low-income families.

早期护理和教育（ECE）以及营养援助项目扩大了儿童早期的机会。尽管先前的研究考察了各个ECE项目的参与情况，但很少有人调查家庭如何在资格重叠的情况下将不同项目的支持结合起来，或者营养援助如何影响这些决定。本研究使用弗吉尼亚州（2015-2019）的相关行政数据，研究了低收入家庭如何将公立幼儿园与儿童保育补贴捆绑在一起，以及补充营养援助计划（SNAP）在学前教育期间改变这些捆绑的程度。我们以176,773名有资格享受免费或减价午餐的第一次上幼儿园的儿童为样本，探讨了谁结合了哪些ECE课程，何时发生组合，以及这些模式与ECE学习时间的关系。然后，我们将重点放在98,965名在学前班期间参加SNAP的儿童身上。在私立ECE的低收入儿童中，儿童保育补贴的参与程度最高，但在公立pre-K参与者中也很常见，这表明学龄前儿童和父母的工作时间表不匹配。参与补贴与在公共、私人和其他环境中获得许可的ECE每周工作时间增加有关。来自低收入家庭的黑人儿童参加公共ECE和参加补贴的可能性最大，而西班牙裔儿童参加公共ECE、补贴和SNAP的可能性最小。我们显示，补贴时间因欧洲经委会类型而异：私立欧洲经委会的利用率在学年期间达到峰值，夏季下降，但公立欧洲经委会或其他机构的利用率在夏季上升。研究结果强调了公共项目协调在支持低收入家庭方面的重要性。

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引用次数: 0

How associations between executive function and early academic skills may have been missed: A quantile regression approach 执行功能和早期学术技能之间的关联是如何被忽略的：分位数回归方法

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2026-01-24 DOI: 10.1016/j.ecresq.2025.12.009

Dieuwer ten Braak , Nicolai T. Borgen

This study uses residualized quantile regression modeling to investigate how aspects of executive function (self-regulation and working memory) differentially predict mathematics, vocabulary, and phonological awareness for children with various levels of these skills. This approach addresses the limitations of traditional linear regression, which overlooks variations in associations at different points in the skill distribution. The study utilized longitudinal data from 243 children (M_age = 5.79, 49% female), assessed in kindergarten and first grade. Self-regulation was measured with the Head-Toes-Knees-Shoulders task, and working memory with the Digit Span. The quantile regression findings indicate rather stable associations between self-regulation/working memory and mathematics for children across the mathematics proficiency distribution, largely reflecting traditional linear coefficients. However, traditional linear regression misses out on important associations with vocabulary and phonological awareness. That is, working memory predicted vocabulary specifically at the low end of the distribution across kindergarten and first grade, while both working memory and self-regulation’s predictive power for phonological awareness shifted from the high end of the distribution in kindergarten to the low end in first grade. The study highlights the importance of considering that executive function’s involvement in academic skills may fluctuate depending on the specific aspect of executive function, the child's developmental stage, and the type of academic skill. Quantile regression provides a nuanced understanding of these relationships, revealing that traditional linear regression may miss critical information. The findings suggest that interventions targeting executive function may be specifically beneficial for children who struggle with language and literacy skills, particularly in first grade.

本研究使用残差分位数回归模型来研究执行功能（自我调节和工作记忆）在不同水平儿童的数学、词汇和语音意识方面的差异。这种方法解决了传统线性回归的局限性，它忽略了技能分布中不同点的关联变化。本研究利用了243名幼儿园和一年级儿童（Mage = 5.79, 49%为女性）的纵向数据。自我调节测试采用头-脚趾-膝盖-肩膀测试，工作记忆测试采用数字广度测试。分位数回归结果表明，在数学能力分布中，自我调节/工作记忆与儿童数学能力之间存在相当稳定的关联，这在很大程度上反映了传统的线性系数。然而，传统的线性回归忽略了词汇和语音意识之间的重要联系。即在幼儿园和一年级阶段，工作记忆对词汇的预测能力处于分布的低端，而在一年级阶段，工作记忆和自我调节对语音意识的预测能力从分布的高端向低端转移。该研究强调了考虑到执行功能对学习技能的影响可能会根据执行功能的具体方面、儿童的发展阶段和学习技能的类型而波动的重要性。分位数回归提供了对这些关系的细致理解，揭示了传统的线性回归可能错过关键信息。研究结果表明，针对执行功能的干预措施可能对那些在语言和读写技能方面挣扎的孩子特别有益，尤其是一年级的孩子。

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引用次数: 0

Racial/ethnic and income differences in children’s pre-kindergarten experiences: Implications for working memory skill development 学龄前儿童的种族/民族和收入差异：对工作记忆技能发展的影响

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2026-01-22 DOI: 10.1016/j.ecresq.2026.01.004

Caitlin Lombardi, Eleanor Fisk, Vanessa Esquivel

Pre-kindergarten (pre-k) programs often promote children’s development both in the short- and long-term, however inequitable access to pre-k yields differences in children’s experiences of pre-k type and the implications of these experiences for children’s development. Utilizing a nationally representative sample of children who entered kindergarten in 2010 (N = 18,130), this study investigated children’s pre-k experiences and the implications of these experiences for children’s working memory (WM) skill development. There were notable differences in pre-k type by race/ethnicity with Latine children and those from families with low-income less likely to attend any center pre-k, Black children more likely to attend Head Start, and white children and those from families with higher income most likely to experience private center pre-k. Results indicated that private center pre-k was associated with higher kindergarten entry WM skills relative to no center pre-k, however these skills plateaued over elementary school. Head Start was associated with lower kindergarten entry skills. Findings indicated that these patterns were evident for Latine and white children and those from families with low-income, and not for Black children and those from families with higher income. Taken together, findings indicate that there were notable differences in the experiences of children in most pre-k types by race/ethnicity and family income, and that children’s WM skills (both at kindergarten entry and across elementary school) varied across pre-k types, both across and within racial/ethnic and income groups. Findings provide new insights into children’s pre-k experiences and implications of these experiences for children’s WM skill development.

学前班（pre-k）项目通常在短期和长期都能促进儿童的发展，然而，不公平的学前班机会会导致儿童对学前班类型的体验和这些体验对儿童发展的影响存在差异。本研究利用2010年进入幼儿园的全国代表性儿童样本（N = 18,130），调查了儿童的学前经历以及这些经历对儿童工作记忆技能发展的影响。根据种族/民族，拉丁裔儿童和来自低收入家庭的儿童不太可能参加任何中心学前教育，黑人儿童更可能参加启智计划，白人儿童和来自高收入家庭的儿童最有可能参加私立中心学前教育，这在学前教育类型上存在显著差异。结果表明，私立中心学前班与非中心学前班相比，具有较高的入园WM技能，但这些技能在小学阶段趋于稳定。学前教育与较低的幼儿园入门技能有关。研究结果表明，这些模式在拉丁裔和白人儿童以及低收入家庭的儿童中很明显，而在黑人儿童和高收入家庭的儿童中则不存在。综上所述，研究结果表明，大多数学前班类型的儿童在种族/民族和家庭收入方面存在显著差异，儿童的WM技能（在幼儿园入学和整个小学阶段）在不同的学前班类型、种族/民族和收入群体之间和内部都存在差异。研究结果为儿童学龄前经历和这些经历对儿童WM技能发展的影响提供了新的见解。

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引用次数: 0

Estimating need for nonparental care: An approach to refining measurement of child care demand 估算非亲代照顾需求：一种改进儿童照顾需求测量的方法

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2026-01-19 DOI: 10.1016/j.ecresq.2026.01.003

Jess Carson , Rebecca Glauber

What is the extent of demand for nonparental child care in the contemporary United States? Despite a large body of research, scholars and policymakers have failed to capture the complexity of child care demand and adequately answer this question. Previous research has almost uniformly proxied demand as the number of young children, not yet in school, whose parents are in the labor force. The current study is one of the first to harmonize four nationally representative data sources to simultaneously account for a host of parental needs and decisions. Drawing on data from the American Community Survey (ACS), the Early Childhood Program Participation Survey, the Household Pulse Survey, and the National Survey of Early Care and Education, we find that a large share of parents who are not employed use nonparental care, and sizeable shares do not work because of problems with child care or have searched and failed to find adequate child care. Estimates that fail to include these parents underreport child care demand. Additionally, estimates of child care demand may be upwardly biased by parents who are employed but do not search for care and parents who work staggered shifts but do not use care. Accounting for all these factors simultaneously results in an estimate of child care demand that is larger than the traditional estimate. Thus, while the conventional estimate from the ACS remains a valuable proxy for practitioners and policymakers, it may systematically underestimate the extent of childcare demand in the contemporary United States.

当代美国对非父母照料儿童的需求有多大？尽管有大量的研究，学者和政策制定者未能捕捉到儿童保育需求的复杂性，并充分回答这个问题。以前的研究几乎一致地将需求表示为父母参加工作、尚未上学的幼儿的数量。目前的研究是第一个协调四个具有全国代表性的数据来源的研究之一，同时考虑了许多父母的需求和决定。根据美国社区调查（ACS）、早期儿童计划参与调查、家庭脉动调查和全国早期护理和教育调查的数据，我们发现，很大一部分没有工作的父母使用非父母照顾，而且相当大一部分由于儿童照顾问题而没有工作，或者已经寻找并未能找到适当的儿童照顾。没有包括这些父母的估计低估了儿童保育需求。此外，对儿童保育需求的估计可能会因有工作但不寻求照顾的父母和错班工作但不使用照顾的父母而向上倾斜。考虑到所有这些因素，同时得出的儿童保育需求估计值大于传统估计值。因此，尽管美国儿科学会的传统估计对从业者和政策制定者来说仍然是一个有价值的代理，但它可能系统性地低估了当代美国儿童保育需求的程度。

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引用次数: 0

Fathers’ Engagement with and perceptions of child play: Evidence from the Rohingya camps of Cox’s Bazar, Bangladesh 父亲对儿童游戏的参与和看法：来自孟加拉国考克斯巴扎尔罗兴亚难民营的证据

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2026-01-19 DOI: 10.1016/j.ecresq.2026.01.005

Fatima Tuz Zahra , Shikhty Sunny , Sneha Bolisetty , Hirokazu Yoshikawa , Yeshim Iqbal , Sharon Kim

Research on father engagement is heavily focused on Western families. Western-based programs to support fathers often do so in an individualistic manner, failing to address cultures in places where collective care is common. Limited existing research on fathers’ involvement in play emphasizes the influence of income and working status on fathers’ views on play. Overall, there is very little research on fathers' perceptions of play in refugee contexts, and there is no extensive study exploring this topic in the Rohingya context. In this context of forced displacement, we ask the following research question about the Rohingya fathers' perceptions of play.

Research Question:

How do fathers perceive children’s play in both structured (Humanitarian Play Labs) as well as unstructured (home and surrounding areas) play settings in the Rohingya camps in Cox’s Bazar, Bangladesh?

Methodology:

In this research, we employed two different approaches to data collection:

Semi-structured interviews consisted of 25 Rohingya fathers aged between 23 and 48, all of which had one child in BRAC’s 0-6 early childhood age range. Interviews consisted of questions related to playing with child, discipline/behavior management, and child participation in Humanitarian Play Lab (HPL) programs.

Child Point-of-View Observations included 61 focal children and recorded 5-minute observations with the aim of recording experiences from the child’s point of view, and focused on ways children socialize with other children and adults.

Findings:

Results from the study suggest that fathers spend more time with children post-forced displacement allowing them to keenly observe their children’s play, their interaction with peers and play objects in the surroundings and associated behaviors, supported by observations from children’s points of view. Our findings emphasize a key concern among all fathers in the study – specific to this humanitarian context – is safety and security of children at play in the camp settings. In our research, we provide a number of recommendations for fathers’ active involvement in existing child development programs to enhance children’s socioemotional development and socialization through play.

关于父亲参与度的研究主要集中在西方家庭。以西方为基础的支持父亲的项目往往以个人主义的方式进行，未能解决集体关怀普遍存在的文化问题。现有关于父亲参与游戏的研究有限，主要强调收入和工作状态对父亲游戏观的影响。总体而言，关于父亲在难民背景下对游戏的看法的研究很少，也没有在罗兴亚背景下探讨这一主题的广泛研究。在这种被迫流离失所的背景下，我们提出了以下关于罗兴亚父亲对游戏的看法的研究问题。研究问题：在孟加拉国考克斯巴扎尔的罗兴亚难民营，父亲如何看待孩子在结构化（人道主义游戏实验室）和非结构化（家庭和周围地区）游戏环境中的游戏？方法：在本研究中，我们采用了两种不同的方法来收集数据：半结构化访谈由25名年龄在23至48岁之间的罗兴亚父亲组成，他们都有一个孩子在BRAC的0-6岁幼儿年龄范围内。访谈内容包括与儿童玩耍、纪律/行为管理以及儿童参与人道主义游戏实验室（HPL）项目有关的问题。儿童观点观察包括61名焦点儿童，并记录了5分钟的观察，目的是从儿童的角度记录经验，并关注儿童与其他儿童和成人的社交方式。研究结果：研究结果表明，父亲在被迫流离失所后花更多的时间与孩子在一起，这使他们能够敏锐地观察孩子的游戏，他们与同龄人的互动以及周围的游戏对象和相关行为，并从孩子的角度进行观察。我们的研究结果强调了研究中所有父亲关注的一个关键问题——特别是在这种人道主义背景下——儿童在营地环境中玩耍的安全和保障。在我们的研究中，我们为父亲积极参与现有的儿童发展项目提供了一些建议，以通过游戏促进儿童的社会情感发展和社会化。

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引用次数: 0