Early Childhood Research Quarterly最新文献_第2页

Psychometric properties of the early number competence test in chinese preschool children: A one-year longitudinal study 中国学龄前儿童早期数字能力测试的心理测量特征：一项为期一年的纵向研究

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2026-04-01 Epub Date: 2026-01-06 DOI: 10.1016/j.ecresq.2025.12.008

Xiangzi Ouyang , Xueliang Chen , Xiao Zhang

The present study examined the psychometric quality of the newly developed Early Number Competence Test (ENCT) among Chinese preschool children aged five to six years. The ENCT measures children’s number competencies in eight domains (i.e., number–word comparison, counting, set comparison, digit comparison, word problems, number writing, nonverbal calculation, and basic arithmetic concepts). The test was administered to 299 children (mean age = 57.29 months, SD = 5.05 months) three times from the second semester of their second preschool year (Time 1) to the second semester of their third preschool year (Time 3), with a six-month interval between adjacent time points. The results from the item response models showed that all the items were of medium difficulty on average and that discrimination power was moderate to high. Additionally, all the items functioned equally well over time and were fair to both boys and girls. The factor analysis showed that a three-dimensional model that included numbering, relations, and arithmetic operations best fitted the data. This factor structure was stable across the first two time points, but not from Time 1 to Time 3. Finally, children’s numbering, relation, and arithmetic operation skills at Time 1 were moderately correlated with their written computation one year later. Overall, the ENCT exhibited sound psychometric properties that were supported by various forms of validity evidence, making it a promising tool for measuring the number competencies of young Chinese children.

本研究考察了新开发的早期数字能力测验（ENCT）在中国5 ~ 6岁学龄前儿童中的心理测量质量。ENCT测试了儿童在8个领域的数字能力（即数字-单词比较、计数、集合比较、数字比较、单词问题、数字写作、非语言计算和基本算术概念）。299名儿童（平均年龄= 57.29个月，SD = 5.05个月）从学龄前二年级下学期（时间1）到学龄前三年级下学期（时间3）进行三次测试，相邻时间点之间间隔6个月。项目反应模型结果显示，所有项目的平均难度为中等，辨别能力为中至高。此外，随着时间的推移，所有的项目都同样有效，对男孩和女孩都是公平的。因子分析表明，包含编号、关系和算术运算的三维模型最适合数据。这个因子结构在前两个时间点是稳定的，但从时间1到时间3不是。最后，儿童在时间1时的编号、关系和算术运算技能与一年后的书面计算能力有中度相关。总体而言，ENCT表现出良好的心理测量特性，这些特性得到了各种形式的效度证据的支持，使其成为测量中国幼儿数字能力的有希望的工具。

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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 : 2026-04-01 Epub 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

Access to early care and education for Nevada’s infants and toddlers: A mixed methods examination of program characteristics and the role of COVID stabilization funds 内华达州婴幼儿获得早期护理和教育：对项目特征和COVID稳定基金作用的混合方法研究

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2026-04-01 Epub Date: 2025-12-20 DOI: 10.1016/j.ecresq.2025.12.006

Gerilyn Slicker, Alain Bengochea, Melissa Stoffers, Leticia Delgado, Amanda Zapata, Priscila Hernandez Anaya, Emmanuel Ayitah

The earliest years of life, particularly through children' s third year of life, are the single most consequential for development, and interactions that take place in early learning environments shape lifelong development. Yet, access to early care and education is critically low nationwide, with particularly troubling infant and toddler enrollment rates in Nevada. This statewide mixed methods study explored multidimensional access to child care and early education for Nevada’s infants and toddlers, relying on a statewide survey of licensed center- and home-based programs across Nevada (n=261) paired with qualitative interview data with a subset of program directors that completed the survey (n=39). Quantitative results suggest the importance of funding sources (e.g., child care subsidies) for infant and toddler access, while qualitative results help to enhance our overall understanding of infant and toddler enrollment decision-making processes of early education providers by emphasizing the importance of home-school communication and early learning environments that can nurture infants’ and toddlers’ development. Integrated findings highlight the centrality of limited public funding and resources supporting infant and toddler access, but point to the potential of temporary COVID stabilization programs in increasing access to early learning for Nevada’s youngest learners.

生命的最初几年，特别是儿童生命的第三年，是对发展最重要的时期，在早期学习环境中发生的互动影响着一生的发展。然而，在全国范围内，获得早期护理和教育的机会非常低，内华达州的婴幼儿入学率尤其令人不安。这项全州范围内的混合方法研究探索了内华达州婴幼儿获得儿童保育和早期教育的多维途径，该研究依赖于对内华达州许可中心和家庭为基础的项目（n=261）的全州调查，并与完成调查的项目主管子集（n=39）的定性访谈数据相结合。定量结果表明资金来源（如儿童保育补贴）对婴幼儿入学的重要性，而定性结果强调家校沟通和早期学习环境对婴幼儿发展的重要性，有助于增强我们对早期教育提供者婴幼儿入学决策过程的整体理解。综合调查结果强调了支持婴幼儿入学的有限公共资金和资源的中心地位，但也指出了临时COVID稳定计划在增加内华达州最年轻学习者获得早期学习机会方面的潜力。

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引用次数: 0

Questioning the equitable well-being of BIPOC ECE professionals in head start 质疑BIPOC ECE专业人员的公平福利

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2026-04-01 Epub Date: 2025-12-26 DOI: 10.1016/j.ecresq.2025.12.005

Allison Sterling Henward, Yue Qi

Racialized disparities remain alive and well in Early Childhood Education and Care (ECEC). This article uses concepts of justice and wellness to examine the impact of increasingly standardized ECEC approaches, including the field's growing reliance on QRIS (Quality Rating Improvement System) on women of color. Drawing from a four-site ethnographic study of Head Start policy making and negotiation, we examined wellness and justice as crucial concerns among the Head Start workforce. Critical intersectional and transnational feminist labor theory frames our comparative analysis. It demonstrates that women of color must endure and expend considerable physical, intellectual, and emotional labor to combat increased standardization and ensure children's thriving and survivance. However, this degree of labor expenditure was not demonstrated within the white community. Addressing the field's adherence to large- scale commercialized curricula and quality rating systems, we offer concrete steps forward- including accounting for this inequity in policy language and, most importantly, increased pay for this unseen and unremunerated labor.

在幼儿教育和护理（ECEC）中，种族差异仍然存在。本文使用正义和健康的概念来研究日益标准化的ECEC方法的影响，包括该领域对有色人种女性日益依赖的QRIS（质量评级改进系统）。根据一项关于抢先启动政策制定和谈判的四站点人种学研究，我们检查了健康和正义是抢先启动员工的关键关注点。批判性的交叉性和跨国女性主义劳动理论构成了我们的比较分析框架。它表明，有色人种女性必须忍受并花费大量的体力、智力和情感劳动，以对抗日益增加的标准化，并确保孩子们的茁壮成长和生存。然而，这种程度的劳动力支出并没有在白人社区中表现出来。为了解决该领域对大规模商业化课程和质量评级系统的坚持，我们提出了具体的步骤-包括在政策语言中解释这种不平等，最重要的是，为这种看不见的和无偿的劳动增加报酬。

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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 : 2026-04-01 Epub 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

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 : 2026-04-01 Epub 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

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 : 2026-04-01 Epub 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

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 : 2026-04-01 Epub 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

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 : 2026-04-01 Epub 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

Validation of the family investment model in Norwegian families: A longitudinal investigation of family SES, parent cognitive stimulation, and child outcomes 挪威家庭投资模式的验证：家庭经济地位、父母认知刺激和儿童结局的纵向调查

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2026-04-01 Epub Date: 2026-01-10 DOI: 10.1016/j.ecresq.2026.01.002

Ane Nærde , Silje Hukkelberg , Agathe Backer-Grøndahl , Harald Janson , Kristin Berg Nordahl , Daniel S. Shaw

The family investment model (FIM) is a theoretical framework linking family SES to child developmental outcomes via parental investments such as cognitive stimulation. Although the model has been tested and partially validated in a variety of socio-economic settings, a comprehensive longitudinal validation within a Nordic context characterized by a strong welfare state, a progressive social welfare systems, and relatively low income inequality, is still lacking. We investigated the FIM among Norwegian families using longitudinal, multi-respondent, and multi-method data from child age 6 months to Grade 1 from a large developmental study (N = 1,159). We examined direct and indirect paths from maternal education, paternal education, and early financial stress on maternal and paternal cognitive stimulation, and subsequent effects on children’s vocabulary skills and self-regulation abilities at 4 years. The model was further extended to include children’s academic competence and social skills in Grade 1. The results indicated several significant indirect effects in line with the propositions of the FIM, at both age 4 and in Grade 1. The findings show that what young children bring with them from home in terms of cognitive and non-cognitive skills is central for their future development and achievements, and also illustrate the importance of family background and parental investments within a Nordic socio-economic context.

家庭投资模型（FIM）是一个理论框架，通过父母的投资，如认知刺激，将家庭经济地位与儿童发展结果联系起来。尽管该模型已经在各种社会经济环境中进行了测试和部分验证，但在北欧背景下，以强大的福利国家、进步的社会福利制度和相对较低的收入不平等为特征的全面纵向验证仍然缺乏。我们利用一项大型发展研究（N = 1159）中从6个月至1年级儿童的纵向、多调查对象和多方法数据，在挪威家庭中调查了FIM。我们研究了母亲教育、父亲教育和早期经济压力对母亲和父亲认知刺激的直接和间接途径，以及随后对4岁儿童词汇技能和自我调节能力的影响。该模型进一步扩展到一年级儿童的学业能力和社交能力。结果表明，在4岁和1年级时，有几个显著的间接影响与FIM的命题一致。研究结果表明，幼儿从家中带来的认知和非认知技能对他们未来的发展和成就至关重要，同时也说明了家庭背景和父母投资在北欧社会经济背景下的重要性。

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