Early Childhood Research Quarterly最新文献

Rural Chinese preschool children’s school liking: Examining its relational correlates and longitudinal relations to early academic skills 中国农村学龄前儿童学校喜好：与早期学业技能的关系及纵向关系研究

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-12-13 DOI: 10.1016/j.ecresq.2025.12.002

Hao Li , Xiao Zhang , Nan Xiao , Ying Wang

School liking has long been considered critical to school-aged children’s social adjustment and academic performance; however, limited empirical research has explored the predictors and outcomes of school liking among preschool children. Additionally, there is scant evidence concerning these dynamics among children from families with low socio-economic backgrounds. This longitudinal study investigated whether parent- and teacher-child relationships were associated with school liking and whether school liking was further related to early academic skills among a sample of rural Chinese preschool children. A total of 247 children participated and were followed up for three years. Children reported their school liking and the quality of their relationships with parents and teachers and were tested individually on word reading, receptive vocabulary, and mathematical achievement. Results showed that parent- and teacher-child warmth were positively associated with school liking, while parent- and teacher-child conflict were negatively associated with school liking. School liking was positively associated with word reading but not with receptive vocabulary or mathematical achievement. Our findings underscore the importance of rural Chinese preschool children’s school liking in the development of children’s early academic skills and emphasize the roles of parent- and teacher-child relationships in shaping children’s school liking. Practical implications are discussed.

对学校的喜爱一直被认为对学龄儿童的社会适应和学习成绩至关重要；然而，对学龄前儿童学校喜好的预测因素和结果的实证研究有限。此外，关于来自低社会经济背景家庭的儿童的这些动态的证据很少。本研究以中国农村学龄前儿童为样本，调查了亲子关系和师子关系是否与学校喜好相关，以及学校喜好是否与早期学习技能进一步相关。共有247名儿童参与并随访了三年。孩子们报告了他们对学校的喜爱程度以及他们与父母和老师的关系质量，并对单词阅读、接受性词汇和数学成绩进行了单独测试。结果表明，父母和老师与孩子之间的温暖与学校喜欢呈正相关，而父母和老师与孩子之间的冲突与学校喜欢呈负相关。学校喜好与单词阅读呈正相关，但与接受性词汇或数学成绩无关。我们的研究结果强调了中国农村学龄前儿童的学校喜好在儿童早期学术技能发展中的重要性，并强调了父母和教师与儿童关系在塑造儿童学校喜好方面的作用。讨论了实际意义。

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引用次数: 0

The relationship of home-rearing environment with early childhood social competence and behavioral difficulties: Insights from Nepalese children 家庭养育环境与幼儿社会能力和行为困难的关系：来自尼泊尔儿童的观察

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-12-10 DOI: 10.1016/j.ecresq.2025.12.001

Smarika Shrestha , Xiang Li , Zhu Zhu , Hilda Meriyandah , Yuri Nurdiantami , Alpona Afsari Banu , Maiko Shigeeda , Tokie Anme

Early childhood represents a critical period for social and behavioral development, during which parental caregiving decisions significantly influence developmental outcomes. Home-rearing environment with low parental interaction has been associated with increased risks of low social competence and heightened behavioral difficulties; however, the strength and nature of these associations remain underexamined in the Nepalese context. This cross-sectional study investigated the relationship between the quality of the home-rearing environment and children’s social competence and behavioral difficulties among 256 Nepalese children aged 2 to 6 years. Data were collected through parent and teacher completed questionnaires and analyzed using Fisher’s exact test and multivariable logistic regression. The findings indicated that a nurturing home environment characterized by quality family time, non-harsh disciplinary approaches, and access to social support was significantly associated with enhanced social competence and fewer behavioral difficulties. These results emphasize the importance of positive home-rearing practices in early childhood and offer valuable evidence to inform childcare strategies and public health policies in Nepal.

幼儿期是社会和行为发展的关键时期，在此期间，父母的照料决定对发展结果有重大影响。低父母互动的家庭养育环境与社会能力低下和行为困难的风险增加有关；然而，在尼泊尔的背景下，这些联系的强度和性质仍然没有得到充分的研究。本研究以256名2 ~ 6岁尼泊尔儿童为研究对象，探讨家庭教养环境品质与儿童社会能力及行为困难的关系。通过家长和教师填写问卷收集数据，采用Fisher精确检验和多变量logistic回归进行分析。研究结果表明，以高质量的家庭时间、非严厉的纪律方法和获得社会支持为特征的养育家庭环境与提高社会能力和减少行为困难显着相关。这些结果强调了幼儿期积极的家庭养育做法的重要性，并为尼泊尔的儿童保育战略和公共卫生政策提供了宝贵的证据。

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引用次数: 0

Parental educational attainment and children’s mathematical skills: The role of parental expectations and the home environment 父母受教育程度与儿童数学技能：父母期望与家庭环境的作用

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-12-03 DOI: 10.1016/j.ecresq.2025.11.003

M. Constanza Ayala , María Francisca Morales , Carolina Álvarez , María Inés Susperreguy , Lucas Galanakis , Pamela Davis-Kean

Parental educational attainment is an important predictor of children’s mathematical trajectories. However, the mechanisms explaining the association between parents’ educational attainment and indicators of mathematical skills remain underexplored. In this study, we analyzed the roles of parental educational expectations and four dimensions of the home environment—absence of negative discipline, warmth/responsiveness, learning materials, and learning experiences—to understand the association between parental educational attainment and children’s mathematical skills (applied problems, calculation, and mathematical fluency). We used two waves of data from a representative cohort of Chilean children (Encuesta Longitudinal Primera Infancia; ELPI), measured first at ages two to three (2012) and followed up five years later (2017). The analytical sample comprised 2042 children (48 % girls; 13 % Indigenous) and their parents (95 % mothers). Structural equation models (SEM) showed that parental educational attainment predicted parental educational expectations, which in turn predicted the home environment. Availability of learning materials predicted children’s mathematical fluency, while learning experiences predicted children’s applied problems and mathematical fluency, although with small effect sizes. Our findings enhance our understanding of how parental educational attainment relates to children’s mathematical skills through the expectations and behaviors of parents in the home environment.

父母受教育程度是儿童数学发展轨迹的重要预测因子。然而，解释父母受教育程度与数学技能指标之间关系的机制仍未得到充分探讨。在本研究中，我们分析了父母教育期望和家庭环境的四个维度——缺乏负性纪律、温暖/反应性、学习材料和学习经验——以了解父母教育程度与儿童数学技能（应用问题、计算和数学流畅性）之间的关系。我们使用了来自智利儿童代表性队列（Encuesta Longitudinal Primera Infancia； ELPI）的两波数据，首先在2至3岁（2012年）进行测量，并在5年后（2017年）进行随访。分析样本包括2042名儿童（48%为女孩，13%为土著）及其父母（95%为母亲）。结构方程模型表明，父母受教育程度可以预测父母的教育期望，而父母的教育期望又可以预测家庭环境。学习材料的可得性预测儿童的数学流畅性，而学习经验预测儿童的应用问题和数学流畅性，尽管效应量较小。我们的研究结果增强了我们对父母的教育程度如何通过父母在家庭环境中的期望和行为与孩子的数学技能相关联的理解。

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引用次数: 0

Where do I begin to read? Concepts about print support early L1 and L2 word reading in emerging bilingual readers 我从哪里开始读呢？关于印刷的概念支持初创期双语读者早期的第一语言和第二语言单词阅读

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-12-03 DOI: 10.1016/j.ecresq.2025.11.002

Kathleen Hipfner-Boucher , Meng-Hsun Lee , Sheila Cira Chung , S. Hélène Deacon , Xi Chen

Before children learn to read, they develop an understanding of how books, words, and letters work, also known as concepts about print. This is an established correlate of word reading skills. A key remaining question is whether concepts about print predict word reading among learners schooled in a language other than the home language. In this longitudinal study with 95 emerging bilingual children followed from kindergarten to Grade 1, we tested whether concepts about print assessed in kindergarten in English (the home language) predicted word reading concurrently and/or longitudinally in English and French (the language of instruction in school) after controlling for nonverbal reasoning, parental education level, receptive vocabulary, and phonological awareness. We found that kindergarten English concepts about print contributed to significant variance in English and French word reading both concurrently and longitudinally. These results suggest that concepts about print acquired in the home language may enable word reading skills in the language of school instruction among emerging bilingual readers. They align with the emergent literacy perspective that conceptualizes early literacy skills as foundational to the acquisition of conventional forms of literacy, including literacy acquired in an additional language.

在孩子们学会阅读之前，他们对书、单词和字母的工作原理有了一定的了解，也被称为印刷概念。这是与单词阅读技能相关联的。剩下的一个关键问题是，关于印刷的概念是否能预测非母语学习者的文字阅读。在这项对95名从幼儿园到一年级的新兴双语儿童的纵向研究中，我们测试了在控制了非语言推理、父母教育水平、接受性词汇和语音意识之后，幼儿园用英语（母语）评估的关于印刷的概念是否可以同时预测和/或纵向预测英语和法语（学校教学语言）的单词阅读。我们发现，幼儿园英语关于印刷的概念对英语和法语单词阅读的并发性和纵向性都有显著的影响。这些结果表明，在母语中习得的关于印刷的概念可能会促进新兴双语读者在学校教学语言中的单词阅读技能。他们与新兴读写能力的观点一致，认为早期读写能力是习得传统读写能力的基础，包括习得另一种语言的读写能力。

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引用次数: 0

Corrigendum to “Associations between school characteristics and learning gains for pre-K attenders and non-attenders: Important constructs, limited evidence” [Early Childhood Research Quarterly 72 (2025) 182-194] “学校特征与学龄前儿童和非学龄前儿童的学习成果之间的联系：重要的构念，有限的证据”的勘误表[幼儿研究季刊72 (2025)182-194]

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-11-12 DOI: 10.1016/j.ecresq.2025.10.010

Arya Ansari , Natalie Koziol , Meghan McCormick , Kelly Purtell , Tzu-Jung Lin , Mary Bratsch-Hines , Laura Kuhn , Amanda Witte , Ximena Franco-Jenkins , The Early Learning Network Key Investigators

引用次数: 0

Caregivers fine-tune their speech to support children’s word learning during shared book reading 照顾者会调整他们的语言，以支持孩子们在共同阅读的过程中学习单词

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-11-11 DOI: 10.1016/j.ecresq.2025.10.011

Laura Diprossimo, Kate Cain

The current study investigated whether caregivers adapt their communication to their child’s individual lexical knowledge (fine-tuning) and whether such modulations facilitate children’s word learning during shared book reading. It also examined the influence of book format (print vs. digital) on caregivers’ communicative behaviours. English-speaking dyads (N = 78; Child M_age = 57.74 months) were videorecorded during shared reading sessions with a print and a digital storybook. Caregivers’ use of verbal and gestural scaffolds in relation to target words embedded in the storybooks was coded offline. Before the session, caregivers completed a vocabulary checklist to assess their child’s knowledge of the target words. After the session, children’s word learning was assessed using picture naming, definition, and comprehension tasks. Generalized Linear Mixed Models indicated that caregivers adjusted their verbal, but not gestural, scaffolds to their child’s reported lexical knowledge. This verbal fine-tuning predicted children’s word learning, as assessed through a definition task. Overall, caregivers provided significantly fewer scaffolds in the digital compared to the print format. Theoretical and practical implications of these findings are discussed in light of contemporary literacy practices.

目前的研究调查了照顾者是否根据孩子的个人词汇知识（微调）调整他们的交流，以及这种调整是否有助于孩子在共享书籍阅读过程中学习单词。它还研究了图书格式（印刷与数字）对看护者交流行为的影响。说英语的二人组（N = 78；儿童魔法师= 57.74个月）在与一本纸质故事书和一本电子故事书的共享阅读过程中被录像。看护者使用的与故事书中嵌入的目标单词相关的语言和手势支架被离线编码。在课程开始前，照顾者完成了一份词汇清单，以评估他们的孩子对目标词汇的了解程度。课程结束后，通过图片命名、定义和理解任务来评估儿童的单词学习情况。广义线性混合模型表明，照顾者根据孩子报告的词汇知识调整了他们的语言（而不是手势）脚手架。通过一项定义任务来评估，这种语言上的微调预测了儿童的单词学习。总的来说，与打印格式相比，护理人员提供的数字支架明显减少。这些发现的理论和实践意义，讨论了当代识字实践的光。

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引用次数: 0

Home literacy and numeracy precursors of Chinese kindergarteners’ early literacy and mathematics achievements 中国幼儿园儿童早期读写和数学成就的家庭读写和算术先驱

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-11-07 DOI: 10.1016/j.ecresq.2025.11.001

Han Yuan , Tijs Kleemans , Eliane Segers

This study examined the stability and change in the home learning environment and its longitudinal relationships with children’s literacy and mathematics achievements in mainland China. In addition, we explored the cross-domain relations of the home literacy environment and early mathematics. One hundred and twenty-nine kindergarten children were assessed on early literacy (syllable/tone awareness and Pinyin knowledge) and mathematics skills in kindergarten 2 (K2) and 3 (K3), and their parents completed a questionnaire on the home learning environment in K2 and K3. Results showed a significant correlation between the home learning environment from K2 and K3, indicating stability. There was an increase in Chinese writing/speaking activities, digital home literacy activities, traditional home numeracy activities, and parental expectations. In contrast, there were no increases in informal home literacy activities and digital home numeracy activities. Chinese writing activities in K2 and K3 predicted children’s Pinyin knowledge in K3. Parental numeracy expectations predicted early mathematics skills in K3. Finally, a cross-predictive role of Chinese writing activities in basic arithmetic skills was shown. These findings contribute to the research by indicating that home activities focusing on the codes of written language are more beneficial for literacy development than activities centered on speaking for Chinese children. Exposure to writing experience could also enable a promotion in early mathematics. Furthermore, parental numeracy expectations were a unique predictor of early mathematics skills. Our findings provide support that the home learning environment is related to children’s early academic skills and suggest that this relationship is shaped by cultural context.

本研究考察了中国大陆地区家庭学习环境的稳定性、变化及其与儿童识字和数学成绩的纵向关系。此外，我们还探讨了家庭读写环境与早期数学的跨领域关系。对129名幼稚园2、3班幼儿的早期读写能力（音节/音调意识和拼音知识）和数学技能进行了评估，家长填写了一份关于幼稚园2、3班家庭学习环境的问卷。结果显示，家庭学习环境与小学二年级和小学三年级之间存在显著的相关关系，表明家庭学习环境具有稳定性。中文写作/口语活动、数字家庭扫盲活动、传统家庭算术活动和家长期望都有所增加。相比之下，非正式家庭扫盲活动和数字家庭算术活动没有增加。小学二年级和小学三年级的汉语书写活动预测了幼儿小学三年级的拼音知识。父母对数学能力的期望可以预测初三儿童的早期数学技能。最后，分析了语文写作活动对基本算术技能的交叉预测作用。这些发现有助于研究表明，以书面语言代码为重点的家庭活动比以口语为中心的活动更有利于中国儿童的读写能力发展。接触写作经验也可以促进早期数学的发展。此外，父母对数学能力的期望是早期数学技能的独特预测因素。我们的研究结果支持家庭学习环境与儿童早期学术技能相关，并表明这种关系是由文化背景塑造的。

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引用次数: 0

Associations of prosocial behavior with peer acceptance and rejection: a three-level meta-analysis 亲社会行为与同伴接受和拒绝的关系：一个三层次的元分析

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-11-04 DOI: 10.1016/j.ecresq.2025.10.009

XinRan Zheng , Qian Zhang

Although prior studies assessed the associations of prosocial behavior with peer acceptance and rejection, the results are controversial. In this study, we aim to quantify the associations of prosocial behavior with peer acceptance and rejection, and to examine the potential moderating effects. A total of 72 eligible studies (155 effect sizes, 47,921 samples, M_age = 9.69, SD = 3.37) were included in the three-level meta-analysis. First, the pooled effect sizes (r) were calculated with random-effects model. Then, moderation analyses were conducted for categorical variables (i.e., reporters of peer relations, reporters of prosocial behavior) and continuous variables (i.e., age, sex, cultural dimensions). Results revealed that prosocial behavior was positively associated with peer acceptance (r = 0.395, 95 % CI [0.327, 0.449], p < 0.001) and negatively associated with peer rejection (r = -0.288, 95 % CI [-0.345, -0.230], p < 0.001). Reporters of peer relations moderated both associations of prosocial behavior with peer acceptance and peer rejection, whereas reporters of prosocial behavior exclusively moderated the association between prosocial behavior and peer acceptance. Age only moderated the relationship between prosocial behavior and peer rejection. Among all cultural dimensions, the index of power distance and indulgence moderated both the associations of prosocial behavior with peer acceptance and rejection, whilst the index of long-term orientation moderated the association between prosocial behavior and peer rejection. These findings indicate that cultivation of prosocial behavior may increase peer acceptance and decrease peer rejection. Moderators such as reporters, age and cultural dimensions should be included to evaluate the associations of prosocial behavior with peer acceptance and rejection.

虽然先前的研究评估了亲社会行为与同伴接受和拒绝的关系，但结果是有争议的。在本研究中，我们旨在量化亲社会行为与同伴接受和拒绝的关系，并研究潜在的调节作用。三水平meta分析共纳入72项符合条件的研究（155个效应量，47,921个样本，Mage = 9.69, SD = 3.37）。首先，采用随机效应模型计算合并效应大小(r)。然后，对分类变量（同伴关系报告者、亲社会行为报告者）和连续变量（年龄、性别、文化维度）进行适度分析。结果表明，亲社会行为与同伴接纳呈正相关（r = 0.395, 95% CI [0.327, 0.449], p < 0.001），与同伴排斥呈负相关（r = -0.288, 95% CI [-0.345, -0.230], p < 0.001）。同伴关系报告者调节了亲社会行为与同伴接受和同伴拒绝的关系，而亲社会行为报告者只调节了亲社会行为与同伴接受的关系。年龄仅调节亲社会行为与同伴排斥之间的关系。在所有文化维度中，权力距离指数和放纵指数都调节了亲社会行为与同伴接受和拒绝的关系，而长期取向指数调节了亲社会行为与同伴拒绝的关系。这些结果表明，亲社会行为的培养可以提高同伴接受度，减少同伴拒绝度。在评估亲社会行为与同伴接受和拒绝之间的关系时，应考虑记者、年龄和文化等调节因素。

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引用次数: 0

Understanding the barriers and enablers of babywearing using the COM-B model and the theoretical domains framework 使用COM-B模型和理论领域框架理解婴儿穿戴的障碍和推动因素

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-11-04 DOI: 10.1016/j.ecresq.2025.10.008

Diarmuid Verrier , Christopher J. Brown

Research suggests that ‘babywearing’ (the use of slings, wraps, and carriers) can have beneficial effects on the quality of parent-child attachment, maternal well-being, paternal responsiveness, breastfeeding behaviour, child mood, and child sleeping patterns. Recently, there has been a growth in the popularity of babywearing, but reports suggest there are significant challenges in engaging and maintaining the practice. This research used qualitative methods and concepts from behavioural science (the Theoretical Domains Framework and the COM-B model) to investigate the psychological, social, cultural, economic, and logistic factors that mothers perceive as barriers and enablers in relation to babywearing. Seventeen mothers with experience of babywearing were interviewed. They reported both positive and negative aspects of babywearing, and many factors that made babywearing easier or more difficult. Notable issues including access to babywearing equipment, access to training and support, difficulty/ease of use, convenience/empowerment relative to other baby transport solutions, physical capacity, and social pressure/support. The findings provide a rich social, motivational, and behavioural description of the factors that influence people’s decision to babywear and suggest several approaches that baby-wearing advocates could use to support their work.

研究表明，“婴儿装”（使用吊带、包裹和背带）对亲子依恋的质量、母亲的幸福感、父亲的反应、母乳喂养行为、儿童情绪和儿童睡眠模式都有有益的影响。最近，婴儿服装越来越受欢迎，但报告显示，参与和维持这种做法存在重大挑战。本研究使用行为科学的定性方法和概念（理论领域框架和COM-B模型）来调查心理、社会、文化、经济和后勤因素，这些因素被母亲视为与婴儿穿戴有关的障碍和促进因素。采访了17位有过带娃经历的母亲。他们报告了穿婴儿服的积极和消极方面，以及许多使穿婴儿服更容易或更困难的因素。值得注意的问题包括获得婴儿穿戴设备、获得培训和支持、使用难度/易用性、相对于其他婴儿运输解决方案的便利性/赋权、身体能力和社会压力/支持。研究结果提供了丰富的社会、动机和行为方面的描述，描述了影响人们决定穿婴儿服装的因素，并提出了一些方法，婴儿服装倡导者可以使用这些方法来支持他们的工作。

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引用次数: 0

Development of teacher-child conversations during three years of teacher coaching in dialogic approach to reading 三年来对话式阅读教学中师生对话的发展

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-11-03 DOI: 10.1016/j.ecresq.2025.10.007

Janne Lepola, Anu Kajamies, Mikko Tiilikainen, Tiia Lindfors

This study examined the development of teacher–child conversations in the context of a three-year-long professional development on dialogic reading. Five early education teachers and their story groups, comprising three to six five-year-old Finnish-speaking children from three different cohorts, participated in the study. Thirty reading aloud sessions, 10 from each cohort, were video-recorded in the fall and spring semesters. The dynamics of teacher–child conversations were analyzed using the initiation–response–follow-up framework. We explored the development of teachers’ initiations and follow-ups, and the within-cohort changes in children’s responses. Sequential relationships between teachers’ initiations and follow-ups and the different types of children’s responses, as well as conversational lengths, were examined. The results showed an upward trend in the number of teachers’ initiations and follow-ups during each cohort period. Children’s literal responses were the most prevalent. Positive within-cohort improvement was found in children’s inferential responses, along with a small but meaningful dose of creative type of talk. Sequential analysis showed that teachers’ closed questions strongly determined children’s literal responses, and the probability of children’s inferential responses to teachers’ open-ended questions increased. Lengthier conversations were linked to teachers’ open-ended questions and the use of explorative questions. We discuss the theoretical and practical underpinnings of teacher change in relation to dialogic reading practices.

本研究在为期三年的对话阅读专业发展的背景下，考察了师生对话的发展。五名早期教育教师和他们的故事小组，包括三到六名来自三个不同年龄组的说芬兰语的五岁儿童，参加了这项研究。在秋季和春季学期录制了30次大声朗读，每组10次。采用发起-回应-跟进框架分析师生对话的动态。我们探讨了教师发起和跟踪的发展，以及儿童反应的队列内变化。教师的启动和后续行动与不同类型的儿童的反应之间的顺序关系，以及对话的长度，进行了检查。结果显示，在每个队列期间，教师入会和随访的数量呈上升趋势。孩子们的字面反应最为普遍。在儿童的推理反应以及少量但有意义的创造性谈话方面，发现了群体内的积极改善。序贯分析表明，教师的封闭式问题强烈地决定了儿童的文字反应，儿童对教师的开放式问题做出推理反应的概率增加。较长的对话与教师的开放式问题和探索性问题的使用有关。我们讨论了对话阅读实践中教师变革的理论和实践基础。

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引用次数: 0