Pub Date : 2026-01-14DOI: 10.1016/j.ecresq.2025.12.010
Todd Hall , Daphna Bassok , Justin B. Doromal
Child care teachers play a key role in providing the safe environments and warm interactions that parents prioritize when choosing care. High turnover among teachers at child care centers is hypothesized to negatively impact safety and quality, but we have limited empirical evidence on whether the centers that experience high teacher turnover also have low safety and interaction quality. We fill this gap by combining administrative data on teacher turnover and classroom observations with web-scraped data from state licensing inspections reports. We provide descriptive evidence on how teacher turnover relates to licensing violations and teacher-child interaction quality in the universe of licensed, publicly-funded centers in Louisiana. Centers with low annual turnover (less than 20%) were 10 percentage points less likely than centers with high turnover to have critical violations—the most troubling safety issues as defined by the state. Centers that experienced high annual turnover and those with persistently high turnover exhibited significantly lower process quality, with high turnover centers having an average overall CLASS score about 0.3 standard deviations lower than the average for low turnover centers. The findings of this study demonstrate a clear association between higher levels of teacher turnover and lower safety and lower quality teacher-child interactions in center-based ECE settings.
{"title":"Does teacher turnover relate to lower safety and quality in child care settings?","authors":"Todd Hall , Daphna Bassok , Justin B. Doromal","doi":"10.1016/j.ecresq.2025.12.010","DOIUrl":"10.1016/j.ecresq.2025.12.010","url":null,"abstract":"<div><div>Child care teachers play a key role in providing the safe environments and warm interactions that parents prioritize when choosing care. High turnover among teachers at child care centers is hypothesized to negatively impact safety and quality, but we have limited empirical evidence on whether the centers that experience high teacher turnover also have low safety and interaction quality. We fill this gap by combining administrative data on teacher turnover and classroom observations with web-scraped data from state licensing inspections reports. We provide descriptive evidence on how teacher turnover relates to licensing violations and teacher-child interaction quality in the universe of licensed, publicly-funded centers in Louisiana. Centers with low annual turnover (less than 20%) were 10 percentage points less likely than centers with high turnover to have critical violations—the most troubling safety issues as defined by the state. Centers that experienced high annual turnover and those with persistently high turnover exhibited significantly lower process quality, with high turnover centers having an average overall CLASS score about 0.3 standard deviations lower than the average for low turnover centers. The findings of this study demonstrate a clear association between higher levels of teacher turnover and lower safety and lower quality teacher-child interactions in center-based ECE settings.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"75 ","pages":"Pages 157-168"},"PeriodicalIF":3.1,"publicationDate":"2026-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145962441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-14DOI: 10.1016/j.ecresq.2025.12.011
Christopher J. Lonigan , Christopher DeCamp , Eric D. Hand , Megan E. Hoffman , Beth M. Phillips
Children’s externalizing behaviors are associated with low academic outcomes across development. The developmental cascade model suggests that early behavior problems may contribute to later academic difficulties. However, most prior studies concerning the associations between children’s externalizing behaviors and academic outcomes have been limited by factors related to study design, methodology, and statistical analysis. Consequently, most studies have not been able to address questions about if and how externalizing behaviors influence academic outcomes. The aims of this study were to address these limitations by examining how different dimensions of children’s externalizing behaviors related to growth in early literacy skills during the preschool year. Participants were a racially diverse group (i.e., 51% White, 42% Black, 3% multiracial, 2% Asian, 2% other/specified; 3% Latino/Hispanic) of 1,078 preschool children (mean age = 55.15 months; SD = 3.65; 45% female). Children’s early literacy skills (vocabulary, phonological awareness, print knowledge) were assessed three times during the preschool year (fall, winter, spring). Children’s inattentive, hyperactive/impulsive, and oppositional-defiant behaviors were rated by both teachers and parents during the fall assessment. Most dimensions of externalizing behaviors from both raters were significantly and negatively associated with initial scores on some early literacy skills. Teachers’ ratings were more predictive of early literacy-skill growth than were parents’ ratings, and inattentive-related behavior was more predictive than hyperactive/impulsive- or oppositional-defiant-related behaviors. These results suggest that children’s externalizing behaviors influence the development of early literacy skills, and they have implications for improving identification of, and targeted intervention for, children at risk for future reading difficulties.
{"title":"Unique components of preschool children’s externalizing behaviors that relate to the development of early literacy skills: Comparing teacher and parent report","authors":"Christopher J. Lonigan , Christopher DeCamp , Eric D. Hand , Megan E. Hoffman , Beth M. Phillips","doi":"10.1016/j.ecresq.2025.12.011","DOIUrl":"10.1016/j.ecresq.2025.12.011","url":null,"abstract":"<div><div>Children’s externalizing behaviors are associated with low academic outcomes across development. The developmental cascade model suggests that early behavior problems may contribute to later academic difficulties. However, most prior studies concerning the associations between children’s externalizing behaviors and academic outcomes have been limited by factors related to study design, methodology, and statistical analysis. Consequently, most studies have not been able to address questions about if and how externalizing behaviors influence academic outcomes. The aims of this study were to address these limitations by examining how different dimensions of children’s externalizing behaviors related to growth in early literacy skills during the preschool year. Participants were a racially diverse group (i.e., 51% White, 42% Black, 3% multiracial, 2% Asian, 2% other/specified; 3% Latino/Hispanic) of 1,078 preschool children (mean age = 55.15 months; <em>SD</em> = 3.65; 45% female). Children’s early literacy skills (vocabulary, phonological awareness, print knowledge) were assessed three times during the preschool year (fall, winter, spring). Children’s inattentive, hyperactive/impulsive, and oppositional-defiant behaviors were rated by both teachers and parents during the fall assessment. Most dimensions of externalizing behaviors from both raters were significantly and negatively associated with initial scores on some early literacy skills. Teachers’ ratings were more predictive of early literacy-skill growth than were parents’ ratings, and inattentive-related behavior was more predictive than hyperactive/impulsive- or oppositional-defiant-related behaviors. These results suggest that children’s externalizing behaviors influence the development of early literacy skills, and they have implications for improving identification of, and targeted intervention for, children at risk for future reading difficulties.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"75 ","pages":"Pages 169-179"},"PeriodicalIF":3.1,"publicationDate":"2026-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145976470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-10DOI: 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.
{"title":"Validation of the family investment model in Norwegian families: A longitudinal investigation of family SES, parent cognitive stimulation, and child outcomes","authors":"Ane Nærde , Silje Hukkelberg , Agathe Backer-Grøndahl , Harald Janson , Kristin Berg Nordahl , Daniel S. Shaw","doi":"10.1016/j.ecresq.2026.01.002","DOIUrl":"10.1016/j.ecresq.2026.01.002","url":null,"abstract":"<div><div>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 (<em>N</em> = 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.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"75 ","pages":"Pages 145-156"},"PeriodicalIF":3.1,"publicationDate":"2026-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145956929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-06DOI: 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.
{"title":"Psychometric properties of the early number competence test in chinese preschool children: A one-year longitudinal study","authors":"Xiangzi Ouyang , Xueliang Chen , Xiao Zhang","doi":"10.1016/j.ecresq.2025.12.008","DOIUrl":"10.1016/j.ecresq.2025.12.008","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"75 ","pages":"Pages 134-144"},"PeriodicalIF":3.1,"publicationDate":"2026-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145938535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is growing evidence that teacher-child interactions in early childhood education (ECE) classrooms are not evenly distributed among all children. This study used mobile eye tracking with fifty teachers and 250 children to examine teachers’ allocation of attention during formal and informal classroom activities in which these teacher-child interactions occur. Attention was operationalized as the number of seconds that the teachers’ gaze was directed towards a certain child (i.e., dwell time). Results indicate that teachers do not distribute their attention equally among the children during formal and informal activities, suggesting that not all children have the same level of access to teacher-child interactions. Negative binomial models indicate that the received attention of children can be predicted based on teachers’ perceptions and expectations of child characteristics (i.e., language development, speaking confidence, socio-economic background, and language background). This study shows that linguistically vulnerable (i.e., low speaking confidence, low language proficiency, multilingual) children are most often overlooked in the early childhood classroom. These insights contribute to both research and ECE teacher professional development, highlighting the importance of considering ‘the recipient’ in teacher-child interactions.
{"title":"What children get overlooked? The distribution of teachers’ attention in early childhood education: a mobile eye-tracking study","authors":"Thibaut Duthois , Ruben Vanderlinde , Piet Van Avermaet , Maribel Montero Perez","doi":"10.1016/j.ecresq.2025.12.004","DOIUrl":"10.1016/j.ecresq.2025.12.004","url":null,"abstract":"<div><div>There is growing evidence that teacher-child interactions in early childhood education (ECE) classrooms are not evenly distributed among all children. This study used mobile eye tracking with fifty teachers and 250 children to examine teachers’ allocation of attention during formal and informal classroom activities in which these teacher-child interactions occur. Attention was operationalized as the number of seconds that the teachers’ gaze was directed towards a certain child (i.e., dwell time). Results indicate that teachers do not distribute their attention equally among the children during formal and informal activities, suggesting that not all children have the same level of access to teacher-child interactions. Negative binomial models indicate that the received attention of children can be predicted based on teachers’ perceptions and expectations of child characteristics (i.e., language development, speaking confidence, socio-economic background, and language background). This study shows that linguistically vulnerable (i.e., low speaking confidence, low language proficiency, multilingual) children are most often overlooked in the early childhood classroom. These insights contribute to both research and ECE teacher professional development, highlighting the importance of considering ‘the recipient’ in teacher-child interactions.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"75 ","pages":"Pages 109-119"},"PeriodicalIF":3.1,"publicationDate":"2026-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145883609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-02DOI: 10.1016/j.ecresq.2025.12.007
Margaret Burchinal , Robert Pianta , Arya Ansari , Mary Bratsch-Hines , Lora Cohen-Vogel , Christina Stephens , Ellen Peisner-Feinberg , Virginia Vitiello , Jessica Whittaker
Pre-kindergarten (PK) and other public preschool programs are viewed as valuable policy options for equipping children with skills that help them succeed in school (White House, 2023). Public investments have enabled these programs to expand, and evaluations consistently indicate they improve school readiness skills by the end of PK and the start of kindergarten (Phillips et al., 2017). However, studies of PK provide mixed evidence for the extent to which those gains are maintained in the elementary grades relative to children who did not attend PK (Abenavoli, 2019; Burchinal et al., 2024; Lipsey, 2024). Explanations for convergence in the academic skills between PK attenders and nonattenders abound with limited supporting evidence. Despite intense focus on identifying the factors responsible for convergence, few of the studies that follow PK attenders over time take their elementary school classroom experiences – namely, the quality of PK teacher-child interactions and specific teaching practices – into account. By leveraging longitudinal data of PK attenders from the Institute of Education Sciences (IES)-funded Early Learning Network (ELN) sites in Virginia and North Carolina, the present study examines unique and enduring predictive associations between classroom experiences and annual gains in child outcomes while accounting for the potential concurrent benefits of classroom experiences in each of the two years following PK.
学前班（PK）和其他公立学前教育项目被视为有价值的政策选择，可以让孩子掌握帮助他们在学校取得成功的技能（白宫，2023年）。公共投资使这些项目得以扩大，评估一致表明，它们在PK结束和幼儿园开始时提高了入学准备技能（Phillips et al., 2017）。然而，相对于没有参加PK的儿童，PK的研究提供了不同的证据来证明这些收益在小学阶段的维持程度（Abenavoli, 2019； Burchinal等人，2024;Lipsey, 2024）。关于PK参与者和非参与者之间学术技能趋同的解释比比皆是，但支持证据有限。尽管专注于确定导致趋同的因素，但很少有研究长期跟踪PK参与者，将他们的小学课堂经历——即PK老师与孩子互动的质量和具体的教学实践——考虑在内。通过利用弗吉尼亚州和北卡罗来纳州教育科学研究所（IES）资助的早期学习网络（ELN）站点的PK参与者的纵向数据，本研究考察了课堂体验与儿童成果年度收益之间独特而持久的预测关联，同时考虑了PK后两年每年课堂体验的潜在同时收益。
{"title":"Pre-kindergarten classroom experiences and child outcomes through first grade","authors":"Margaret Burchinal , Robert Pianta , Arya Ansari , Mary Bratsch-Hines , Lora Cohen-Vogel , Christina Stephens , Ellen Peisner-Feinberg , Virginia Vitiello , Jessica Whittaker","doi":"10.1016/j.ecresq.2025.12.007","DOIUrl":"10.1016/j.ecresq.2025.12.007","url":null,"abstract":"<div><div>Pre-kindergarten (PK) and other public preschool programs are viewed as valuable policy options for equipping children with skills that help them succeed in school (<span><span>White House, 2023</span></span>). Public investments have enabled these programs to expand, and evaluations consistently indicate they improve school readiness skills by the end of PK and the start of kindergarten (<span><span>Phillips et al., 2017</span></span>). However, studies of PK provide mixed evidence for the extent to which those gains are maintained in the elementary grades relative to children who did not attend PK (<span><span>Abenavoli, 2019</span></span>; <span><span>Burchinal et al., 2024</span></span>; <span><span>Lipsey, 2024</span></span>). Explanations for convergence in the academic skills between PK attenders and nonattenders abound with limited supporting evidence. Despite intense focus on identifying the factors responsible for convergence, few of the studies that follow PK attenders over time take their elementary school classroom experiences – namely, the quality of PK teacher-child interactions and specific teaching practices – into account. By leveraging longitudinal data of PK attenders from the Institute of Education Sciences (IES)-funded Early Learning Network (ELN) sites in Virginia and North Carolina, the present study examines unique and enduring predictive associations between classroom experiences and annual gains in child outcomes while accounting for the potential concurrent benefits of classroom experiences in each of the two years following PK.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"75 ","pages":"Pages 120-133"},"PeriodicalIF":3.1,"publicationDate":"2026-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145883610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-26DOI: 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.
{"title":"Questioning the equitable well-being of BIPOC ECE professionals in head start","authors":"Allison Sterling Henward, Yue Qi","doi":"10.1016/j.ecresq.2025.12.005","DOIUrl":"10.1016/j.ecresq.2025.12.005","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"75 ","pages":"Pages 97-108"},"PeriodicalIF":3.1,"publicationDate":"2025-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145839467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"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","authors":"Gerilyn Slicker, Alain Bengochea, Melissa Stoffers, Leticia Delgado, Amanda Zapata, Priscila Hernandez Anaya, Emmanuel Ayitah","doi":"10.1016/j.ecresq.2025.12.006","DOIUrl":"10.1016/j.ecresq.2025.12.006","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"75 ","pages":"Pages 84-96"},"PeriodicalIF":3.1,"publicationDate":"2025-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145785987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-16DOI: 10.1016/j.ecresq.2025.12.003
Dylan B. Jackson , Shoshana Oppenheim , Rebecca J. Shlafer , Rebecca C. Fauth , Allison West
Evidence-based home visiting is a promising service strategy to promote parent and child health and well-being among families who are justice-involved, such as those in which parents are or have recently been incarcerated, under community supervision, or awaiting or undergoing trial. However, few studies have assessed the capacity of evidence-based home visiting programs to adequately acknowledge, support, and meet the needs of justice-involved families. The aim of the present study was to examine home visitor practices, implementation supports (e.g., policies and procedures, curriculum supports), and perceptions of program strength and benefits for parents in justice-involved families. Home visitors were recruited to participate in a web-based survey using a national practice-based research network – the Home Visiting Applied Research Collaborative. Findings from our sample of home visitors (n = 211) indicated that nearly two-thirds (63.03%) had served justice-involved families, with most having served these families within the 12 months prior to the survey. Supervisor support was significantly and positively associated with home visitor practices (e.g., screening, modify content of visits) pertaining to justice-involved families, yet cognitive barriers (e.g., belief that discussing justice involvement will ruin trusting relationship, lead to family drop out) were significantly and negatively associated with these practices. Home visitors’ perceptions of their program’s strengths and benefits for justice-involved families were linked to many implementation supports, as well as home visitor knowledge and self-efficacy. Additional research is needed to better understand and enhance home visiting services for parents in justice-involved families.
{"title":"Family justice involvement in evidence-based home visiting services: Understanding home visitor perceptions and practices","authors":"Dylan B. Jackson , Shoshana Oppenheim , Rebecca J. Shlafer , Rebecca C. Fauth , Allison West","doi":"10.1016/j.ecresq.2025.12.003","DOIUrl":"10.1016/j.ecresq.2025.12.003","url":null,"abstract":"<div><div>Evidence-based home visiting is a promising service strategy to promote parent and child health and well-being among families who are justice-involved, such as those in which parents are or have recently been incarcerated, under community supervision, or awaiting or undergoing trial. However, few studies have assessed the capacity of evidence-based home visiting programs to adequately acknowledge, support, and meet the needs of justice-involved families. The aim of the present study was to examine home visitor practices, implementation supports (e.g., policies and procedures, curriculum supports), and perceptions of program strength and benefits for parents in justice-involved families. Home visitors were recruited to participate in a web-based survey using a national practice-based research network – the Home Visiting Applied Research Collaborative. Findings from our sample of home visitors (<em>n</em> = 211) indicated that nearly two-thirds (63.03%) had served justice-involved families, with most having served these families within the 12 months prior to the survey. Supervisor support was significantly and positively associated with home visitor practices (e.g., screening, modify content of visits) pertaining to justice-involved families, yet cognitive barriers (e.g., belief that discussing justice involvement will ruin trusting relationship, lead to family drop out) were significantly and negatively associated with these practices. Home visitors’ perceptions of their program’s strengths and benefits for justice-involved families were linked to many implementation supports, as well as home visitor knowledge and self-efficacy. Additional research is needed to better understand and enhance home visiting services for parents in justice-involved families.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"75 ","pages":"Pages 71-83"},"PeriodicalIF":3.1,"publicationDate":"2025-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145784433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-13DOI: 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.
{"title":"Rural Chinese preschool children’s school liking: Examining its relational correlates and longitudinal relations to early academic skills","authors":"Hao Li , Xiao Zhang , Nan Xiao , Ying Wang","doi":"10.1016/j.ecresq.2025.12.002","DOIUrl":"10.1016/j.ecresq.2025.12.002","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"75 ","pages":"Pages 60-70"},"PeriodicalIF":3.1,"publicationDate":"2025-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145747702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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