Early Childhood Research Quarterly最新文献_第2页

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 : 2026-01-19 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

Does teacher turnover relate to lower safety and quality in child care settings? 教师流动是否与儿童保育环境的安全性和质量降低有关？

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2026-01-14 DOI: 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.

幼儿教师在提供安全的环境和温暖的互动方面发挥着关键作用，这是父母在选择照顾时优先考虑的。假设幼儿中心教师的高流动率会对安全性和质量产生负面影响，但关于教师高流动率的中心是否也具有较低的安全性和互动质量，我们的经验证据有限。我们将教师更替和课堂观察的行政数据与从州执照检查报告中获取的网络数据相结合，填补了这一空白。我们提供了描述性证据，说明在路易斯安那州有执照的公共资助中心，教师流动与执照违规和师生互动质量之间的关系。年流动率低（低于20%）的中心比年流动率高的中心发生严重违规的可能性低10个百分点，严重违规是国家定义的最令人不安的安全问题。高流动率的中心和持续高流动率的中心表现出明显较低的流程质量，高流动率中心的平均总体CLASS得分比低流动率中心的平均值低约0.3个标准差。本研究的结果表明，在以中心为基础的幼儿教育设置中，较高的教师流动率与较低的安全性和较低的师生互动质量之间存在明显的关联。

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引用次数: 0

Unique components of preschool children’s externalizing behaviors that relate to the development of early literacy skills: Comparing teacher and parent report 学龄前儿童外化行为中与早期读写能力发展相关的独特成分：教师和家长报告的比较

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2026-01-14 DOI: 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.

儿童的外化行为与整个发展过程中较低的学业成绩有关。发育级联模型表明，早期的行为问题可能会导致以后的学习困难。然而，大多数关于儿童外化行为与学业成绩之间关系的先前研究受到研究设计、方法和统计分析等因素的限制。因此，大多数研究都无法解决外化行为是否以及如何影响学术成果的问题。本研究的目的是通过研究学龄前儿童外化行为的不同维度如何与早期识字技能的增长相关来解决这些局限性。参与者是1078名学龄前儿童（平均年龄= 55.15个月，SD = 3.65, 45%为女性）的种族多样化群体（51%为白人，42%为黑人，3%为多种族，2%为亚洲人，2%为其他/特定种族，3%为拉丁裔/西班牙裔）。儿童的早期读写能力（词汇，语音意识，印刷知识）在学前班（秋季，冬季，春季）进行了三次评估。在秋季评估中，教师和家长对儿童的注意力不集中、过度活跃/冲动和对立违抗行为进行了评估。两位评分者的外化行为的大多数维度与一些早期读写技能的初始分数呈显著负相关。教师的评分比家长的评分更能预测早期读写能力的发展，注意力不集中相关行为比多动/冲动或反抗相关行为更能预测。这些结果表明，儿童的外化行为影响早期识字技能的发展，并对未来有阅读困难风险的儿童的识别和有针对性的干预具有重要意义。

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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 : 2026-01-10 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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引用次数: 0

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 : 2026-01-06 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

What children get overlooked? The distribution of teachers’ attention in early childhood education: a mobile eye-tracking study 哪些孩子被忽视了？幼儿教育中教师注意力分布：移动眼动追踪研究

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2026-01-02 DOI: 10.1016/j.ecresq.2025.12.004

Thibaut Duthois , Ruben Vanderlinde , Piet Van Avermaet , Maribel Montero Perez

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.

越来越多的证据表明，幼儿教育（ECE）课堂上的师生互动并不是均匀分布在所有儿童中。本研究使用移动眼动追踪技术对50名教师和250名儿童进行研究，以检验教师在正式和非正式课堂活动中对教师和儿童互动的注意力分配情况。注意被操作为教师的目光指向某个孩子的秒数（即停留时间）。结果表明，在正式活动和非正式活动中，教师并没有平等地将注意力分配给儿童，这表明并非所有儿童都能获得相同水平的师生互动。负二项模型表明，教师对儿童特征（即语言发展、说话自信、社会经济背景和语言背景）的感知和期望可以预测儿童受到的关注。本研究表明，语言弱势儿童（即低说话自信、低语言熟练程度、多语言）在幼儿课堂中最常被忽视。这些见解有助于研究和欧洲经委会教师的专业发展，强调了在师生互动中考虑“接受者”的重要性。

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引用次数: 0

Pre-kindergarten classroom experiences and child outcomes through first grade 幼儿园前的课堂体验和孩子一年级的成绩

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2026-01-02 DOI: 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。

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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 : 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

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 : 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

Family justice involvement in evidence-based home visiting services: Understanding home visitor perceptions and practices 家庭正义参与以证据为基础的家访服务：了解家访者的观念和做法

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-12-16 DOI: 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.

以证据为基础的家访是一项很有前途的服务战略，可促进涉及司法问题的家庭（例如父母被监禁或最近被监禁、受到社区监督、等待或正在接受审判的家庭）的父母和儿童健康和福祉。然而，很少有研究评估了以证据为基础的家访计划的能力，以充分认识、支持和满足涉及司法的家庭的需求。本研究的目的是考察家访实践、实施支持（例如，政策和程序、课程支持）以及对涉及司法的家庭中父母的计划强度和利益的看法。家访者被招募参加一项基于网络的调查，该调查使用了一个全国性的基于实践的研究网络——家访应用研究合作组织。我们的家访样本（n = 211）的调查结果表明，近三分之二（63.03%）曾服务过涉及司法的家庭，其中大多数在调查前的12个月内服务过这些家庭。主管的支持与涉及司法的家庭的家访实践（如筛选、修改访问内容）显著正相关，而认知障碍（如认为讨论司法参与会破坏信任关系，导致家庭退出）与这些实践显著负相关。家访者对其项目的优势和对参与司法的家庭的益处的看法与许多实施支持，以及家访者的知识和自我效能有关。需要进一步的研究，以更好地了解和加强为涉及司法的家庭的父母提供的家访服务。

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