Early Childhood Research Quarterly最新文献

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Daycare instability during COVID-19, child psychosocial functioning, and the parent-child relationship: A combined retrospective and prospective study

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-02-19 DOI: 10.1016/j.ecresq.2025.02.010

Anat Moed, Ayala Razer

Although childcare instability has been the focus of a large body of research, daycare instability (i.e., instability related only to the daycare center itself) has yet to receive adequate empirical attention. In the context of the COVID-19 outbreak, this study examines longitudinal associations between daycare instability throughout the first 12 months of the pandemic (T0; retrospectively reported) and children's psychosocial adjustment approximately 2 (T1) and 2.5 (T2) years into the pandemic. This study also extends previous research by examining longitudinal associations with the quality of the parent-child relationship 3 years into the pandemic (T3), a potentially relevant outcome currently missing from research on childcare instability. Questionnaires assessing daycare instability, child stress reactions, child internalizing problems, and parent-child relationship quality were completed by Israeli parents (N_T0,T1 = 1226, Mean_parent_{_age} = 34.53, SD_{parent_age} = 5.95, 62% mothers; Mean_{child_age} = 3.22, SD_{child_age} = 1.19, 52% girls) at three different assessment points covering four distinct time periods throughout the first 3 years of the pandemic (T0-T3). A longitudinal path model revealed that daycare instability throughout the first year of the pandemic was indirectly associated with more conflict and less closeness in the parent-child relationship three years into the pandemic. These associations were mediated by child stress reactions and internalizing problems, as assessed approximately 2 and 2.5 years into the pandemic, respectively. Results suggest that daycare instability is an early childhood contextual stressor, and a comprehensive examination of the model supports a stress mediation model involving potential child-driven effects on the parent-child relationship quality.

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引用次数: 0

Corrigendum to “Examining the relationship between discrimination, access to material resources, and black children's behavioral functioning during COVID-19” [Early Childhood Research Quarterly Volume 62, 1st Quarter 2023, Pages 335-346]

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-02-18 DOI: 10.1016/j.ecresq.2025.02.005

Nneka Ibekwe-Okafor , Jacqueline Sims , Sihong Liu , Stephanie M. Curenton , Iheoma Iruka , Kerry-Ann Escayg , Beverly Bruno , Philip Fisher

引用次数: 0

Best practices for designing and reporting caregiver training in early childhood mathematics interventions

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-02-16 DOI: 10.1016/j.ecresq.2025.02.003

Mackenna Vander Tuin , Gena Nelson , Lois Ndungu

Caregivers are essential to children's growth and development and are now being recognized as important stakeholders in academic interventions (e.g., mathematics). Although researchers are making strides to involve caregivers in implementing interventions, there is still work to be done to improve the overall study reporting related to the development and implementation of caregiver training. We developed a coding rubric based on the Division for Early Childhood (DEC; 2016) Recommended Practices and current literature to examine the quality of information reported about caregiver training across seven domains. In this systematic review, we identified 51 research studies (48 research articles) published between 1982 and 2023 that focused on early childhood mathematics interventions with the involvement of a caregiver. Overall, findings suggest that the identified studies could improve their reporting and/or practices in all domains of caregiver training (i.e., evidence-based training content, family partnerships, delivery, environment, cultural competence, materials, fidelity). We provide recommendations for future research teams to consider when developing, implementing, and reporting on caregiver training.

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引用次数: 0

Can the sustaining environments hypothesis be sustained? Testing moderation of sustained public preschool benefits by kindergarten classroom quality

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-02-15 DOI: 10.1016/j.ecresq.2025.02.001

Anna D. Johnson , Anna M. Wright , Anne Martin , April Dericks , The Tulsa SEED Study Team

Mixed evidence over whether public preschool – Head Start and school-based public pre-k –confers an academic advantage beyond kindergarten has given rise to several explanations of variation in findings across studies. The “sustaining environments” hypothesis posits that for preschool attenders to maintain an advantage over preschool non-attenders, they must experience kindergarten classrooms of sufficiently high quality. Several studies have evaluated this hypothesis by testing whether preschool attenders benefit more than non-attenders from higher quality in their kindergarten classroom. They have produced mostly null findings but have commonly conceptualized the environment as instructional quality in kindergarten classrooms. We expand on this evidence base by testing for moderation of preschool impacts by instructional quality, along with the quality of two other key dimensions of kindergarten classrooms: the self-regulatory environment and the teacher-child relational environment. Moreover, we conduct this test using data on a diverse sample of students from low-income households who attended public preschool in Tulsa, OK, where preschool attendance has been associated with benefits that are sustained through elementary school. Findings suggest that associations between preschool attendance and first-grade outcomes are robust and mostly do not vary by subsequent kindergarten environments. Further tests of this hypothesis should examine variation in kindergarten environments between, rather than within, preschool evaluations. Researchers should also consider other reasons why some public pre-k programs produce more lasting impacts than others.

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引用次数: 0

Fostering toddlers’ numeracy and mathematical language skills through a professional development intervention on interaction quality in toddler classrooms

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-02-13 DOI: 10.1016/j.ecresq.2025.02.004

Nadine Besser , Anja Linberg , Dorothea Dornheim , Sabine Weinert , Hans-Günther Roßbach , Simone Lehrl

The first years of life are crucial for children's concurrent and subsequent development in various domains. Given the recognized importance of high-quality adult-child interactions for promoting young children's development during this vulnerable phase, supporting such interactions is essential. This study examines the impact of a 9-week domain-specific mathematical interaction training for early childhood education and care (ECEC) teachers on children's development of numeracy skills and mathematical language from age two to four years (N = 408 children). Specifically, it investigates whether the children in groups with teachers trained math-specific, would achieve better outcomes on numeracy skills and mathematical language than a control group who followed their usual program, and, to test for the math-specific effect, to a control-intervention group who received a general interaction training. Moreover, effects on math outcomes were contrasted to general language outcomes to cross-check the training's specific impact. Results showed significant improvements in numeracy skills, in mathematical and general language over time. The math-specific intervention had particularly strong and lasting effects on numeracy and mathematical language, while the general intervention specifically improved general language compared to the control group. The two intervention groups differed significantly in their math and language skills at posttest, but these differences were reduced at follow-up testing. These findings underscore the effectiveness of targeted professional development (PD) training in fostering children's early numeracy skills and mathematical language. By systematically varying intervention content and controlling for environmental factors, this study provides valuable insights into the benefits of math-specific training for ECEC teachers.

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引用次数: 0

Parental input as a mediating pathway for gender differences in early academic skills

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-02-10 DOI: 10.1016/j.ecresq.2025.02.002

Marina Vasilyeva, Catalina Rey-Guerra, Linxi Lu, Eric Dearing

The persistent gendered pattern in academic achievement, whereby girls outperform boys in language while boys excel in mathematics, is evident as early as primary school. The literature highlights parental input as a key predictor of child development, yet less is known about its role in the context of gender differences in early academic skills. The present study investigated variability in parental input as a function of child gender. Using longitudinal academic scores from a large sample of Russian first-graders (N = 1240, 49.5 % female), as well as their parents' reports on math and language home activities, this study examined parental input as a potential mediator of gender differences in children's language and math skills. Results confirmed the gendered pattern in children's academic skills and revealed that parents were more frequently involved in literacy activities with girls, while the opposite trend was observed for math activities with boys. Additionally, changes in gender differences in children's language and math skills over the period of the study were mediated by language and math parental input, respectively. The discussion explores the implications of these findings for understanding the nature of gender differences and considers potential approaches to addressing these disparities.

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引用次数: 0

Teachers of refugee children opening up dialogic spaces across interruptions and change

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-02-01 DOI: 10.1016/j.ecresq.2025.01.005

Elif Karsli-Calamak , Cristina Valencia Mazzanti

In this research, we examine the understandings of early childhood teachers who are deeply committed to their work with refugee children and families in Türkiye. Using teacher interview data collected over two years as part of a four-year longitudinal ethnographic study, we draw on philosophical hermeneutics as a theory of understanding to analyze how this process unfolds for educators working with refugee communities. We found that teachers demonstrate a fluid process of understanding that upholds the intricacies of forced displacement and supporting refugees across contexts. All teachers try to hold multiple perspectives and recognize the complexity of the situation, foregrounding a critical evaluation of political discourses about refugees and a sense of scarcity about the current realities and economic constraints. Teachers' understandings are determined by four main factors that interrupt their worldviews and experiences with refugee students: anti-immigrant and political discourses, scarcity, sorrow, and the scrutinizing of the notion of belonging. We note (1) the importance of teachers’ understanding processes as both a core and underrecognized resource in supporting refugee students, and (2) the need to foster dialogic and humanizing stances for teachers to understand and adapt to the dehumanizing realities and constant changes that war and forced displacement bring to their classrooms.

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引用次数: 0

Using the child opportunity index to examine equity in access to a state-funded prekindergarten program

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-01-27 DOI: 10.1016/j.ecresq.2024.12.002

Jamie H. Wu , Hope O. Akaeze , Robert W. Ressler , Steven R. Miller

Michigan's state-funded prekindergarten (pre-K) program seeks to overcome socioeconomic disparities by providing free education to low-income four-year-olds. This study uses geographically weighted regression to assess equity by examining program locations in relation to two measures that demonstrate local needs: Child Opportunity Index (COI), which is a composite measure of community resources tied to child well-being, and the proportion of three- and four-year-old children. We also examined the proportion of residents who are non-White in each zip code. Results show that zip codes with lower COIs have better access to pre-K sites, suggesting equitable access. For about one-tenth of Michigan zip codes, the population of preschool-age children is not correlated with access, suggesting less equity. The racial/ethnic makeup of the zip codes is not associated with access, as it should not be if access is equitable. The findings have implications for Michigan and beyond.

引用次数: 0

Exploring differential impacts of a parent intervention on reading and toy play across ethnic and linguistic groups

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-01-25 DOI: 10.1016/j.ecresq.2025.01.006

Sarah Surrain, Susan H. Landry, Tricia A. Zucker, Yoonkyung Oh

The ways that parents respond to their children's initiations and guide their learning are associated with subsequent language development. Responsive parenting interventions have shown positive impacts on parent behaviors and child outcomes. However, less is known about how intervention effects vary for families from different linguistic and ethnic backgrounds. This secondary analysis of a randomized controlled trial of Play and Learning Strategies examines the effect of the intervention for three subgroups: Spanish-dominant Latine families (n = 142), English-dominant Latine families (n = 112), and non-Latine families (n = 137). Parents of preschool-aged children (M age = 52.8 months) were randomized to the intervention or a control condition and observed interacting with their child in two settings – book reading and toy play – before and after the intervention period. Spanish-dominant Latine parents received the intervention in Spanish, while the other two groups received it in English. There were significant main effects of the intervention on parent and child behaviors during book reading for all three subgroups. In contrast, intervention effects varied by subgroup for parent and child behaviors observed during toy play. The Spanish-dominant Latine parents showed larger gains in parent and child outcomes when observed in the toy play setting, compared to the other two subgroups. These differential effects were not explained by the number of completed sessions, coach-rated engagement, or family composition. Our results highlight the importance of observing multiple contexts in research with families from minoritized backgrounds and considering linguistic and cultural differences and strengths in parent interventions.

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引用次数: 0

School entry skills and young adult outcomes

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-01-24 DOI: 10.1016/j.ecresq.2025.01.004

Margaret Burchinal , Deborah Lowe Vandell

Skills acquired during early childhood are believed to lay the foundation for development into adulthood, but this issue has not been carefully examined empirically. Using the NICHD Study of Early Child Care and Youth Development, we asked which school readiness skills predict which adult outcomes. The study followed 814 participants to 26 years of age (81 % White, 9 % Black, 5 % Hispanic, 53 % female: 23 % low income). Analyses related preschool language, academic, executive functioning, and social-emotional skills to adult educational attainment, employment, and arrests. Modest associations were observed. An overall school readiness composite predicted educational attainment, income, and occupational status. Individual school readiness skills independently related to some adult outcomes, with a academic and language composite and inhibitory control predicting adult educational attainment and executive functioning and social skills predicting adult occupational status. School readiness skills were not related to self-report of any arrests.

人们认为，幼儿期获得的技能为成年后的发展奠定了基础，但这一问题尚未得到仔细的实证研究。我们利用国家儿童早期保育和青少年发展研究（NICHD Study of Early Child Care and Youth Development），询问了哪些入学准备技能可以预测哪些成人结果。这项研究对 814 名参与者进行了跟踪调查，直到他们 26 岁（81% 为白人，9% 为黑人，5% 为西班牙裔，53% 为女性：23% 为低收入者）。研究分析了学龄前语言、学习、执行功能和社会情感技能与成年后教育程度、就业和被捕的关系。观察到的关联不大。总体入学准备综合指数可预测受教育程度、收入和职业状况。个人的入学准备技能与某些成人结果有独立的关系，学业和语言综合能力以及抑制控制能力可预测成人受教育程度，执行功能和社交技能可预测成人职业状况。入学准备技能与自我报告的任何逮捕行为无关。

引用次数: 0

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数据库

全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley

期刊

Early Childhood Research Quarterly

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