Early Childhood Research Quarterly最新文献_第10页

“They felt the safe space”: Practitioner experiences of delivering Mellow Babies, a targeted, early intervention program for parents and their babies “他们感到了安全的空间”：为父母和他们的孩子提供有针对性的早期干预项目“圆润婴儿”的从业经验

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-03-26 DOI: 10.1016/j.ecresq.2025.03.003

Melissa Cruz , Aigli Raouna , Ruaridh Malcolm , Raquib Ibrahim , Angus MacBeth

Addressing inequalities in childhood and intergenerational mental health requires a holistic understanding of the interplay of multiple complex socio-contextual factors and their impacts on families and caregivers. Mellow Babies (MB) is a group-based parenting program that aims to improve both parent and child wellbeing by addressing barriers for parents facing multiple adversities. Although there is quantitative and qualitative evidence for MB as an effective intervention, there is less evidence on how practitioners experience the delivery of MB. Using thematic analysis, this study explored practitioner attitudes towards delivering the program, identifying the components and processes in MB that practitioners believed contributed to parental experiences and outcomes. In total, 19 focus groups were conducted across the UK, engaging 42 facilitators and creche workers. Three themes and ten sub-themes emerged from the data, highlighting active parent participation driven by a supportive environment, interactive strategies, and diverse activities. Practitioners generally believed participation in MB was beneficial for participants. They identified components of their role and service structure that supported the sessions including the flexible nature of their position which enabled trusting relationships; the environment which provided a comfortable learning and development space; and the group support structure and community setting.

Clinical trial registration: The study was registered with ISRCTN: Registration number ISRCTN17621046.

要解决儿童和代际心理健康方面的不平等问题，就需要全面了解多种复杂的社会背景因素的相互作用及其对家庭和照顾者的影响。圆润婴儿（MB）是一个以团体为基础的育儿计划，旨在通过解决父母面临多重逆境的障碍来改善父母和儿童的健康。虽然有定量和定性的证据表明亲子教育是一种有效的干预措施，但关于从业者如何体验亲子教育的证据较少。本研究利用主题分析探讨了从业者对提供该计划的态度，确定了从业者认为对父母经历和结果有贡献的亲子教育的组成部分和过程。总共在英国开展了19个焦点小组，42名辅导员和托儿所工作人员参与其中。从数据中产生了三个主题和十个子主题，突出了由支持性环境、互动策略和多样化活动驱动的家长积极参与。从业者普遍认为参与MB对参与者是有益的。他们确定了支持会议的角色和服务结构的组成部分，包括其职位的灵活性，从而建立信任关系；提供舒适的学习和发展空间的环境；以及群体支持结构和社区环境。临床试验注册：本研究已在ISRCTN注册，注册号为ISRCTN17621046。

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引用次数: 0

Mixed delivery prekindergarten systems: partnering practices and early care and education capacity over time and place 幼儿园前混合交付系统：合作实践和不同时间和地点的早期护理和教育能力

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-03-14 DOI: 10.1016/j.ecresq.2025.02.009

Hope G. Casto , John W. Sipple , Lisa A. McCabe

As states have increased prekindergarten (PreK) opportunities over the last two decades, most have chosen to implement a mixed delivery system in which programming is offered in both school districts and in community-based organizations (CBOs). How the provision of PreK programming has varied across the school- and community-based parts of the mixed delivery systems in different locales and over time is not well understood. Nor is it clear how the suppressed capacity for infant and toddler child care, an unintended consequence of PreK in some areas, might relate to equity of access in mixed delivery programming. New York State, a geographically diverse state where school districts are mandated to subcontract with CBOs for at least 10 % of Universal PreK (UPK) delivery, is an ideal setting to further our understanding of these relationships. Using administrative data for 670 NY school districts (excluding NY City) and about 9000 CBO providers, this study uses a series of logistic and negative binomial regression models to examine patterns of mixed delivery UPK over time (2007-2016), as well as how partnering relates to important equity issues in infant and toddler capacity. While the provision of UPK increases over time for all locales, we find a reduction in the levels of partnering for UPK provision in rural locales. Findings also indicate that degree of UPK partnering (none, some, or all) is not predictive of community capacity for infant and toddler care. These results reinforce the need to understand how schools and communities work together to form more effective cross-sector community partnerships and ensure an ECE sector with access for children and families across varied communities.

随着各州在过去二十年中增加了学前教育（PreK）的机会，大多数州选择实施混合交付系统，即在学区和社区组织（cbo）中提供课程。在不同地区和不同时期，PreK课程的提供在学校和社区混合教学系统中是如何变化的，目前还不清楚。在一些地区，学前教育的意外后果是婴幼儿保育能力受到抑制，这与混合分娩计划中的公平机会有何关系，目前也不清楚。纽约州是一个地理位置多样化的州，学区被授权将至少10%的普普制学前教育（UPK）的交付分包给cbo，这是我们进一步了解这些关系的理想场所。本研究使用纽约670个学区（不包括纽约市）和大约9000个CBO提供者的行政数据，使用一系列逻辑和负二项回归模型来检查混合交付UPK随时间（2007-2016）的模式，以及伙伴关系如何与婴幼儿能力的重要公平问题相关。虽然UPK的供应随着时间的推移在所有地区都有所增加，但我们发现农村地区UPK供应的合作水平有所下降。研究结果还表明，UPK合作的程度（没有，部分或全部）并不能预测社区婴幼儿护理能力。这些结果加强了了解学校和社区如何共同努力，形成更有效的跨部门社区伙伴关系的必要性，并确保欧洲经委会部门能够为不同社区的儿童和家庭提供服务。

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引用次数: 0

A meta-analysis of the effectiveness of coaching and the contribution of coaching processes to learning outcomes for early childhood teachers and children 对幼儿教师和儿童的辅导效果和辅导过程对学习成果的贡献的荟萃分析

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-03-03 DOI: 10.1016/j.ecresq.2025.02.014

Rachel E. Schachter , Lisa L. Knoche , Junrong Lu , Molly J. Goldberg , Paige D. Wernick , Shayne B. Piasta , Hope Sparks Lancaster

Coaching in early childhood (EC) settings (birth-8 yrs) is a commonly used tool for supporting EC teachers. Yet, research regarding the effectiveness of coaching is mixed, and the “active ingredients” or coaching processes associated with change are understudied. In this study, we examined the effects of coaching on EC teachers’ practice, knowledge, and beliefs and child outcomes and the contributions of specific coaching processes, with respect to both overall and unique effects. We meta-analyzed data from 124 studies with 1042 effect sizes. Results indicated overall positive effects of coaching (i.e., compared to no or little professional learning) on teachers’ practice, knowledge, and beliefs as well as child outcomes. When considering unique effects (i.e., coaching compared to the same professional learning without coaching), there were no effects on practice but positive effects on child outcomes. Findings for coaching processes were limited, with the coaching process of modeling consistently increasing the effects of coaching for teacher practice and co-teaching decreasing the effects for teacher knowledge and practice. No coaching processes moderated effects on child outcomes. This study is an important step in understanding potential mechanisms within coaching that contribute to change in various teacher and child outcomes.

幼儿（EC）环境（出生-8岁）的辅导是支持EC教师的常用工具。然而，关于教练有效性的研究参差不齐，与变化相关的“有效成分”或教练过程尚未得到充分研究。在本研究中，我们考察了指导对英语教师的实践、知识、信念和儿童结果的影响，以及具体指导过程的贡献，包括总体影响和独特影响。我们荟萃分析了124项研究的1042个效应量的数据。结果表明，总体上，教练（即，与没有或很少的专业学习相比）对教师的实践、知识和信念以及儿童的结果都有积极的影响。当考虑到独特的影响时(即，与没有指导的相同专业学习相比，辅导对实践没有影响，但对儿童的结果有积极影响。关于指导过程的研究结果有限，建模的指导过程不断增加指导对教师实践的影响，而共同教学则降低了对教师知识和实践的影响。没有指导过程调节对儿童结果的影响。这项研究是理解教练中有助于改变各种教师和儿童结果的潜在机制的重要一步。

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引用次数: 0

When Ebony and Malik share stories in school: White teachers’ perceptions of children's use of African American English during oral storytelling 当Ebony和Malik在学校里分享故事时：白人教师对孩子们在口头讲故事时使用非裔美国英语的看法

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-03-03 DOI: 10.1016/j.ecresq.2025.02.006

Nicole Gardner-Neblett , Angelica Ramos , Allison De Marco

Many teachers view African American English (AAE) as unacceptable for classroom discourse, yet few studies have investigated teachers’ perceptions of children's use of AAE within the context of oral storytelling nor the effect of children's gender and narrative quality. The current study addressed this gap in the literature by using mixed methods to examine the extent to which White teachers’ judgments about African American children's stories varied as a function of a hypothetical child's use of AAE, the hypothetical child's gender, and the objective quality of the story. We randomly assigned 238 White teachers in the U.S. to evaluate two stories of higher- and lower quality, using either stereotypical African American girl or boy names and containing either AAE or Standardized American English (SAE). Results revealed that teachers judged the stories containing AAE more harshly than stories told using SAE, and reported a greater likelihood of providing AAE storytellers with remediation and referrals for services, regardless of the quality of the story. Gender differences emerged as teachers critiqued AAE stories told using a boy's name more unfavorably than stories using a girl's name. Teachers perceived deficits in the AAE-speaking children's vocabulary and grammar skills, but rarely mentioned the use of dialect. Given that oral storytelling skills are foundational for children's early literacy development, understanding teachers’ perceptions about the use of AAE during storytelling is critical for informing efforts to capitalize upon these early skills for learning and development.

许多教师认为非裔美国英语（AAE）在课堂话语中是不可接受的，但很少有研究调查教师在口头讲故事的背景下对儿童使用非裔美国英语的看法，也没有调查儿童性别和叙事质量的影响。目前的研究通过使用混合方法来研究白人教师对非裔美国儿童故事的判断在多大程度上随假设儿童使用AAE、假设儿童的性别和故事的客观质量而变化，从而解决了文献中的这一空白。我们在美国随机分配了238名白人教师来评估两个高质量和低质量的故事，使用典型的非裔美国女孩或男孩的名字，包含AAE或标准美国英语（SAE）。结果显示，教师对包含AAE的故事的评判比使用SAE的故事更严厉，并且报告更有可能为AAE故事讲述者提供补救和推荐服务，而不管故事的质量如何。教师对以男孩的名字讲述的AAE故事的评价比以女孩的名字讲述的AAE故事更差，性别差异也出现了。教师认为说美国英语的孩子在词汇和语法技能方面存在缺陷，但很少提及方言的使用。鉴于口头讲故事技能是儿童早期读写能力发展的基础，了解教师对在讲故事过程中使用AAE的看法，对于为利用这些早期技能进行学习和发展提供信息至关重要。

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引用次数: 0

Latine caregiver math talk across contexts and its relation to child math outcomes 拉丁照顾者数学谈话跨情境及其与儿童数学成绩的关系

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-02-22 DOI: 10.1016/j.ecresq.2025.02.013

Gigliana Melzi, Paola Montúfar Soria, Verónica Mesalles

Caregiver math talk is an important mechanism for young children's math learning. The present study examined the amount, content, and pragmatic intent of math talk used by U.S. Latine caregivers with low incomes and explored concurrent associations to child math outcomes. Seventy-three caregivers were asked to teach their preschool-aged children to set the table and share a wordless picture book. Caregivers produced and elicited more math talk in the household chore task compared to the book-sharing task. Caregiver math talk in the household chore task only was significantly and negatively related to math outcomes. Results point to the need to consider the contexts in which families engage in math learning and how caregivers construct math learning experiences for their children.

照料者数学谈话是幼儿数学学习的重要机制。本研究调查了美国拉丁裔低收入照顾者使用的数学谈话的数量、内容和实用意图，并探讨了与儿童数学成绩的并发关联。73名护理员被要求教他们的学龄前儿童摆桌子和分享一本没有文字的绘本。与分享书籍的任务相比，照顾者在家务任务中产生并引出了更多的数学话题。照顾者仅在家务任务中的数学谈话与数学结果显著负相关。研究结果指出，需要考虑家庭参与数学学习的背景，以及照顾者如何为孩子构建数学学习体验。

引用次数: 0

Piloting an approach to family-implemented decoding instruction for kindergarten-aged children 试点家庭实施的幼儿园儿童解码教学方法

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-02-21 DOI: 10.1016/j.ecresq.2025.02.011

Colby Hall , Katlynn Dahl-Leonard , Garrett J. Roberts , Philip Capin , Delanie Peacott , Lauren Thayer , Kristin Conradi Smith

Although phonics knowledge and decoding skill are important for academic and life success, there is little research that examines the effects of home-based, family-implemented instruction on the development of these early literacy skills. The purpose of this multiple baseline across participants single case experimental design study was to evaluate the effects of a family-implemented decoding instructional approach that was designed to “launch” young children into reading. We also measured the extent to which family members were able to implement instruction with fidelity and their perceptions about the appropriateness, feasibility, and acceptability of procedures and materials. The Launch into Reading intervention produced moderate to large effects, on average, on decoding outcomes for kindergarten-aged children. On average, participating families were able to implement the intervention with fidelity. Family members reported a high degree of satisfaction with intervention materials and procedures. Results suggest the need for additional supports for individuals who are having difficulty implementing with fidelity and for children who need more practice to learn letter-sound correspondences and use phonics knowledge to decode words. Still, this relatively simple home-based intervention shows initial evidence of promise.

尽管语音知识和解码技能对学业和生活的成功非常重要，但很少有研究探讨家庭实施的教学对这些早期识字技能发展的影响。这项多基线跨参与者单一案例实验设计研究的目的是评估家庭实施的解码教学方法的效果，该方法旨在 "启动 "幼儿的阅读能力。我们还测量了家庭成员在多大程度上能够忠实地实施教学，以及他们对程序和材料的适当性、可行性和可接受性的看法。平均而言，"启动阅读 "干预对幼儿园学龄儿童的解码结果产生了中等至较大的影响。平均而言，参与家庭能够忠实地实施干预。家庭成员对干预材料和程序的满意度很高。结果表明，对于难以忠实实施干预的个人，以及需要更多练习来学习字母-声音对应和使用语音知识来解码单词的儿童，需要额外的支持。尽管如此，这项相对简单的家庭干预措施还是显示出了初步的前景。

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引用次数: 0

Cognitively engaging physical activity has an immediate impact on preschool children's executive function 认知参与的体育活动对学龄前儿童的执行功能有直接的影响

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-02-20 DOI: 10.1016/j.ecresq.2025.02.008

Marcia L. Preston , Megan McClelland , Janelle Craig , Elana Herbst , Roberta Michnick Golinkoff

Executive function (EF) skills are important for a wide-range of outcomes, including academic achievement and socio-emotional development. Previous research with adolescents and adults provides support for a connection between physical activity and improvements in EF, though less is known about the impact of physical activity on EF for preschool children. Additionally, not all physical activity has been equally supportive of EF development. Utilizing a pretest-posttest intervention with 111 children (M age=58.5 months, 53 % female, 91 % White, 59 % Latino), the current study examined the immediate impact of cognitively engaging physical activity on three components of preschool children's EF skills. As expected, the cognitively engaging physical activity condition resulted in the greatest immediate improvements in performance on EF tasks, though in some circumstances, physical activity alone and cognitive engagement alone were also effective. In addition to confirming the hypothesis, this study also adds to the existing literature in that the intervention was effective for preschool children and the effects were found immediately after a short intervention. The findings here are especially promising given that children benefited from the intervention after only twelve minutes of activity, thereby providing further justification for increasing daily opportunities for physical activity and exercise play for preschool children.

执行功能（EF）技能对包括学业成就和社会情感发展在内的广泛结果都很重要。先前对青少年和成人的研究支持体育活动与改善EF之间的联系，尽管对学龄前儿童体育活动对EF的影响知之甚少。此外，并非所有的体育活动都能同样地促进EF的发展。利用对111名儿童（M年龄=58.5个月，53%为女性，91%为白人，59%为拉丁裔）的测试前-测试后干预，目前的研究检查了认知参与体育活动对学龄前儿童EF技能的三个组成部分的直接影响。正如预期的那样，尽管在某些情况下，单独的体育活动和单独的认知参与也有效，但认知参与条件对EF任务的表现有最大的直接改善。本研究在证实假设的同时，也补充了已有的文献，即干预对学龄前儿童是有效的，并且在短期干预后立即发现效果。这里的发现尤其令人鼓舞，因为孩子们在仅仅12分钟的活动后就从干预中受益，从而为学龄前儿童增加每天体育活动和锻炼游戏的机会提供了进一步的理由。

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引用次数: 0

Participation in early childhood education in Kosovo: (Re-)migration and international orientation as a resource for the participation of early childhood education institutions 参与科索沃幼儿教育：（重新）移徙和国际定位作为参与幼儿教育机构的资源

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-02-20 DOI: 10.1016/j.ecresq.2025.02.007

Saranda Shabanhaxhaj, Heike Wendt

This study investigates inequalities in early childhood education (ECE) attendance and mathematics and science competencies in Kosovo, a small country in south-east Europe that has been significantly impacted by war, unrest, and economic instability over recent decades, forcing people to migrate. The present research examines to what extent parents who experienced war-related migration as children and whose own children are now fourth graders are influenced by those experiences with regard to their educational decisions and practices. Bourdieu's theory of social reproduction and Boudon's theory of educational choice, as well as concepts of hybridity and multilocality, are used as a basis for investigating the relationship between migration, family background, and ECE attendance to explore the complexity and fluidity of migration processes. In the context of this resource-focused approach, we argue that migration-related hybridity and multilocality also represent an educational opportunity and can transform social origins, potentially mitigating educational inequalities in ECE attendance. Data from the TIMS-study on N = 4496 Kosovar fourth-grade students whose parents were affected by the large waves of migration in the 1990s were analyzed. In Kosovo, war-related displacement and migration have changed family structures and practices, as evidenced by the finding that 7 percent of children grow up in a binational family and 21 percent of all mothers use migration-related language practices (French, Italian, German, or English) with their children. There are no significant differences in ECE attendance in relation to the immigration of at least one member of the nuclear family. However, there is a significant positive correlation between migration-related language practices and decisions to send children to ECE institutions; these children also performed better in mathematics and science at the 4^th-grade level. The findings point out the importance of educational opportunities for displaced persons for the education of subsequent generations.

本研究调查了科索沃儿童早期教育（ECE）出勤率以及数学和科学能力方面的不平等现象。科索沃是东南欧的一个小国，近几十年来受到战争、动乱和经济不稳定的严重影响，迫使人们迁移。本研究考察了在儿童时期经历过与战争有关的移民的父母及其子女现在是四年级学生的父母在其教育决定和实践方面受到这些经历的影响的程度。布迪厄的社会再生产理论和布东的教育选择理论，以及杂交性和多地性的概念，被作为研究移民、家庭背景和欧洲经委会出席之间关系的基础，以探索移民过程的复杂性和流动性。在这种以资源为中心的方法的背景下，我们认为与移民相关的杂交性和多地性也代表了一种教育机会，可以改变社会起源，潜在地减轻欧洲经委会入学率的教育不平等。本文分析了来自tims研究的N = 4496名科索沃四年级学生的数据，这些学生的父母在20世纪90年代受到大规模移民浪潮的影响。在科索沃，与战争有关的流离失所和移民改变了家庭结构和做法，研究结果证明，7%的儿童在双民族家庭中长大，21%的母亲与子女使用与移民有关的语言（法语、意大利语、德语或英语）。欧洲经委会出席人数与核心家庭至少一名成员的移民有关，没有显著差异。但是，与移徙有关的语言做法与将儿童送往欧洲经委会机构的决定之间存在显著的正相关关系；这些孩子在四年级的数学和科学水平上也表现得更好。调查结果指出了流离失所者的教育机会对后代教育的重要性。

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引用次数: 0

What makes home visits effective? An examination of therapeutic mechanisms in the Recipe 4 Success preventive intervention 什么使家访有效？方剂4成功预防干预的治疗机制探讨

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-02-20 DOI: 10.1016/j.ecresq.2025.02.012

Sarah M. Braaten , Robert L. Nix , Sukhdeep Gill , Michelle M. Hostetler , Cheryl B. McNeil , Lori A. Francis , Mark E. Feinberg , Cynthia A. Stifter

Previous research has documented the importance of early childhood home visiting programs in promoting healthy parent and child functioning among families living in poverty. However, it remains unclear which aspects of home visiting are most critical in driving change. This study helps fill that gap by examining the extent to which five key therapeutic mechanisms accounted for differences between families who participated in the Recipe 4 Success preventive intervention, which was embedded within Early Head Start, compared to families who continued to receive usual practice Early Head Start home visits. The sample included 242 families with 2-year-old toddlers, most of whom were living in poverty (37 % white, 25 % Black, 19 % Latiné, 17 % Multiracial, and 2 % Asian; median income = $1,555 per month). Three sessions of home visits across both study conditions were audio recorded and coded to assess therapeutic mechanisms. Findings from mediation path analysis models revealed that enhancements to therapeutic mechanisms representing the parent-home visitor working alliance, home visitor facilitation skills, and parent engagement appeared to account for much of the intervention effect on multiple indicators of parents’ sensitive scaffolding and responsive food parenting practices. This study highlights the value of a carefully structured and sequenced curriculum in enhancing critical therapeutic mechanisms to improve the overall effectiveness of home visits, so participating families have a greater opportunity to thrive.

先前的研究已经证明了早期儿童家访计划在促进贫困家庭中健康的父母和儿童功能方面的重要性。然而，目前尚不清楚家访的哪些方面在推动变革方面最为关键。本研究通过检查五种关键治疗机制在多大程度上解释了参与“配方4”成功预防干预的家庭与继续接受常规做法“早期开端”家访的家庭之间的差异，从而帮助填补了这一空白。样本包括242个有2岁幼儿的家庭，其中大多数生活在贫困中(白人占37%，黑人占25%，拉丁裔占19%，多种族占17%，亚裔占2%；收入中位数=每月1555美元)。对两种研究条件下的三次家访进行录音和编码，以评估治疗机制。中介路径分析模型的研究结果显示，父母-家访工作联盟、家访促进技能和父母参与等治疗机制的增强，似乎在父母敏感脚手架和反应性食物育儿实践的多个指标上起到了很大的干预作用。本研究强调了精心组织和排序的课程在加强关键治疗机制方面的价值，以提高家访的整体有效性，因此参与家庭有更大的机会茁壮成长。

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引用次数: 0

Daycare instability during COVID-19, child psychosocial functioning, and the parent-child relationship: A combined retrospective and prospective study COVID-19期间日托不稳定、儿童心理社会功能和亲子关系：一项回顾性和前瞻性联合研究

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.

尽管托儿不稳定一直是大量研究的焦点，日托不稳定（即仅与日托中心本身有关的不稳定）尚未得到足够的实证关注。在COVID-19爆发的背景下，本研究调查了大流行前12个月日托不稳定性之间的纵向关联(T0；在大流行发生后约2年（T1年）和2.5年（T2年）时，儿童的心理社会适应状况。本研究还扩展了以前的研究，考察了大流行发生3年后亲子关系质量的纵向关联，这是目前关于儿童保育不稳定性的研究中缺失的一个潜在相关结果。以以色列父母（NT0,T1 = 1226, Meanparent_age = 34.53, SDparent_age = 5.95, 62%的母亲）完成日托不稳定性、儿童应激反应、儿童内化问题和亲子关系质量问卷；Meanchild_age = 3.22, SDchild_age = 1.19, 52%为女孩)在三个不同的评估点，涵盖大流行头三年（T0-T3）的四个不同时间段。纵向路径模型显示，大流行第一年的日托不稳定与大流行后三年的亲子关系中更多的冲突和更少的亲密关系间接相关。这些关联是由儿童应激反应和内化问题介导的，分别在大流行大约2年和2.5年后进行了评估。结果表明，日托不稳定性是儿童早期情境压力源，对该模型的综合检验支持了一个涉及儿童驱动对亲子关系质量潜在影响的压力中介模型。

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引用次数: 0