Early Childhood Research Quarterly最新文献_第2页

Mission FEEL! A novel emotion understanding intervention for preschoolers: A proof-of-concept study 使命 FEEL！针对学龄前儿童的新型情绪理解干预：概念验证研究

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-10-28 DOI: 10.1016/j.ecresq.2024.10.002

Sarah V. Alfonso , Lauren A. Ortega , M. Isabel Fernández

Emotion understanding is an important competency that children begin to develop during the first years of life and serves as an essential building block for lifelong learning. Emotion understanding is linked to developmental outcomes including academic, cognitive, and social-emotional skills. Not surprisingly, efficacious interventions to promote children's social emotional skills have been developed. Scale-up of these interventions is challenging because they are time and resource intensive. Brief, fully automated interventions are promising alternatives to overcome implementation barriers. Mission FEEL! is a two-session, fully automated intervention grounded in cognitive-behavioral theory aimed at promoting emotion understanding among preschoolers. This proof-of-concept study examined the acceptability and feasibility of Mission FEEL!. We recruited 52 preschool children and their parents/guardians across Florida. Participants completed four virtual study visits: a baseline emotion understanding assessment, two intervention sessions, and a one-month follow-up emotion understanding assessment. We established a priori benchmarks to determine feasibility, acceptability, and clinical meaningfulness. The results indicated that Mission FEEL! is both feasible and acceptable. All outcomes, except two that were in the acceptable range, met the benchmarks for good or excellent. The clinical meaningfulness of the intervention was supported by parental perceptions of the program's influence on emotion-related parent-child interactions, perceived value of the program in children's daily lives, and observed difference in emotion understanding scores between baseline and follow-up. The ease of scale-up, low cost, and potential practical implications also contributed to the clinical meaningfulness. Findings from this proof-of-concept study suggest that Mission FEEL! merits advancing to the next phase of intervention development testing.

情绪理解是儿童在出生后最初几年开始发展的一项重要能力，也是终身学习的重要基石。情绪理解与包括学业、认知和社会情感技能在内的发展成果息息相关。因此，人们开发了一些有效的干预措施来促进儿童的社会情感技能，这并不奇怪。扩大这些干预措施的规模具有挑战性，因为它们需要大量的时间和资源。简短、全自动的干预措施是克服实施障碍的大有可为的替代方案。使命感！"是一种以认知行为理论为基础的两节课全自动干预措施，旨在促进学龄前儿童对情绪的理解。这项概念验证研究考察了 "使命感 "的可接受性和可行性。我们在佛罗里达州招募了 52 名学龄前儿童及其父母/监护人。参与者完成了四次虚拟研究访问：一次基线情绪理解评估、两次干预课程和一次为期一个月的后续情绪理解评估。我们制定了先验基准，以确定可行性、可接受性和临床意义。结果表明，"使命感！"既可行又可接受。所有结果，除了两项在可接受范围内，都达到了良好或优秀的基准。家长认为该计划对与情绪有关的亲子互动产生了影响，认为该计划在儿童日常生活中具有价值，以及观察到基线和随访之间情绪理解分数的差异，这些都证明了该干预措施具有临床意义。此外，该计划易于推广、成本低廉以及潜在的实际意义也是其具有临床意义的原因之一。这项概念验证研究的结果表明，"使命感！"值得推进到下一阶段的干预发展测试。

{"title":"Mission FEEL! A novel emotion understanding intervention for preschoolers: A proof-of-concept study","authors":"Sarah V. Alfonso , Lauren A. Ortega , M. Isabel Fernández","doi":"10.1016/j.ecresq.2024.10.002","DOIUrl":"10.1016/j.ecresq.2024.10.002","url":null,"abstract":"<div><div>Emotion understanding is an important competency that children begin to develop during the first years of life and serves as an essential building block for lifelong learning. Emotion understanding is linked to developmental outcomes including academic, cognitive, and social-emotional skills. Not surprisingly, efficacious interventions to promote children's social emotional skills have been developed. Scale-up of these interventions is challenging because they are time and resource intensive. Brief, fully automated interventions are promising alternatives to overcome implementation barriers. <em>Mission FEEL!</em> is a two-session, fully automated intervention grounded in cognitive-behavioral theory aimed at promoting emotion understanding among preschoolers. This proof-of-concept study examined the acceptability and feasibility of <em>Mission FEEL!</em>. We recruited 52 preschool children and their parents/guardians across Florida. Participants completed four virtual study visits: a baseline emotion understanding assessment, two intervention sessions, and a one-month follow-up emotion understanding assessment. We established a priori benchmarks to determine feasibility, acceptability, and clinical meaningfulness. The results indicated that <em>Mission FEEL!</em> is both feasible and acceptable. All outcomes, except two that were in the acceptable range, met the benchmarks for good or excellent. The clinical meaningfulness of the intervention was supported by parental perceptions of the program's influence on emotion-related parent-child interactions, perceived value of the program in children's daily lives, and observed difference in emotion understanding scores between baseline and follow-up. The ease of scale-up, low cost, and potential practical implications also contributed to the clinical meaningfulness. Findings from this proof-of-concept study suggest that <em>Mission FEEL!</em> merits advancing to the next phase of intervention development testing.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 254-263"},"PeriodicalIF":3.2,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528246","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}

引用次数: 0

Participation in the Missouri Parents as Teachers Parent Education Program and third grade math and English language arts proficiency 参加密苏里州 "家长即教师 "家长教育计划的情况以及三年级数学和英语语言艺术水平

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-10-25 DOI: 10.1016/j.ecresq.2024.10.005

Wayne A. Mayfield, Manda Tiwari, Elizabeth M. Knight, Jo Anne S. Ralston, Ryanne DeSpain, Sara Gable

The Missouri Parents as Teachers (PAT) Parent Education Program is a voluntary and universal home visiting program available to all Missouri families who are expecting a child or who have a child ages birth to kindergarten entry. Families participating in the Missouri PAT Parent Education Program receive a variety of family support services, including family personal visits with trained parent educators to develop parent practices and child school readiness. Research indicates that home visiting components of parent education programs support child academic outcomes. However, studies have not extensively examined how variation in participation, including the developmental period of exposure—the child's age upon entry and duration of participation—and number and frequency of home/family visits, is associated with child outcomes. In this study, we used linear probability regression to examine associations between variation in participation in the Missouri PAT Parent Education Program and child third grade proficiency in math and English language arts (ELA) (n = 9777), while controlling for relevant child, parent, family, and school-level factors. We also tested the potential moderating role of family low-income status at enrollment into the program. We found that the number of family personal visits was positively associated with third-grade math and ELA proficiency, whereas no significant findings emerged for developmental period of program exposure. Our findings indicate that increased exposure to the Missouri PAT Parent Education Program was positively associated with third-grade academic achievement for all children, including those from low-income families.

密苏里州 "家长即教师"（PAT）家长教育计划是一项自愿性和普遍性的家访计划，密苏里州所有待产家庭或孩子从出生到上幼儿园的家庭均可参加。参与密苏里州 "家长就是孩子 "家长教育计划的家庭可获得各种家庭支持服务，包括由训练有素的家长教育工作者进行的家庭个人访问，以培养家长的做法和儿童的入学准备。研究表明，家长教育计划中的家访内容有助于提高儿童的学习成绩。然而，尚未有研究对参与情况的变化（包括接触的发展期--儿童加入时的年龄和参与的持续时间--以及家访/家庭访问的次数和频率）与儿童学业成绩的关系进行广泛的研究。在本研究中，我们使用线性概率回归法检验了密苏里州 PAT 家长教育计划参与情况的变化与儿童三年级数学和英语语言艺术（ELA）能力（n = 9777）之间的关联，同时控制了相关的儿童、家长、家庭和学校层面的因素。我们还测试了家庭低收入状况在项目注册时的潜在调节作用。我们发现，家庭个人访问的次数与三年级的数学和英语语言能力呈正相关，而与项目接触的发展期则无显著相关。我们的研究结果表明，参与密苏里州 PAT 家长教育计划的次数增加与所有儿童（包括低收入家庭的儿童）的三年级学业成绩呈正相关。

{"title":"Participation in the Missouri Parents as Teachers Parent Education Program and third grade math and English language arts proficiency","authors":"Wayne A. Mayfield, Manda Tiwari, Elizabeth M. Knight, Jo Anne S. Ralston, Ryanne DeSpain, Sara Gable","doi":"10.1016/j.ecresq.2024.10.005","DOIUrl":"10.1016/j.ecresq.2024.10.005","url":null,"abstract":"<div><div>The Missouri Parents as Teachers (PAT) Parent Education Program is a voluntary and universal home visiting program available to all Missouri families who are expecting a child or who have a child ages birth to kindergarten entry. Families participating in the Missouri PAT Parent Education Program receive a variety of family support services, including family personal visits with trained parent educators to develop parent practices and child school readiness. Research indicates that home visiting components of parent education programs support child academic outcomes. However, studies have not extensively examined how variation in participation, including the developmental period of exposure—the child's age upon entry and duration of participation—and number and frequency of home/family visits, is associated with child outcomes. In this study, we used linear probability regression to examine associations between variation in participation in the Missouri PAT Parent Education Program and child third grade proficiency in math and English language arts (ELA) <em>(n</em> = 9777), while controlling for relevant child, parent, family, and school-level factors<em>.</em> We also tested the potential moderating role of family low-income status at enrollment into the program. We found that the number of family personal visits was positively associated with third-grade math and ELA proficiency, whereas no significant findings emerged for developmental period of program exposure. Our findings indicate that increased exposure to the Missouri PAT Parent Education Program was positively associated with third-grade academic achievement for all children, including those from low-income families.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 234-242"},"PeriodicalIF":3.2,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“Tell me what I'm doing wrong”: Criticism of parenting choices and mental health during COVID-19 "告诉我我做错了什么"：COVID-19期间对父母选择的批评与心理健康

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-10-25 DOI: 10.1016/j.ecresq.2024.10.008

Kaitlin P. Ward, Olivia D. Chang, Shawna J. Lee

During the COVID-19 pandemic, parents struggled with high levels of economic insecurity and mental health difficulties. Social cognitive theory suggests that receiving criticism from others contributes to psychological distress. This mixed-methods study explored longitudinal associations between receiving criticism about parenting choices and parental anxiety, depression, and financial worries during COVID-19. Survey data were collected at two time points in April 2020 from a national U.S. sample of 359 parents (70 % White, 67 % female, average age 34 years). Quantitative analyses were conducted using logistic and linear regression, and qualitative responses were coded to elucidate topics of criticism. Criticism at T1 was associated with increased parental anxiety, depression, and financial worries at T2 after controlling for these outcomes at T1. Content coding revealed parents were criticized for lenient parenting styles (20.63 %) or for being too strict with COVID-19 precautions (18.13 %). Being criticized about parenting choices may exacerbate mental health problems. Parents may benefit from receiving positive feedback about their parenting methods, either through social media or from family members.

在 COVID-19 大流行期间，父母们在高度的经济不安全和心理健康困难中挣扎。社会认知理论认为，受到他人批评会导致心理困扰。这项混合方法研究探讨了在 COVID-19 期间，父母在养育子女的选择上受到批评与父母的焦虑、抑郁和经济担忧之间的纵向联系。调查数据是在 2020 年 4 月的两个时间点从美国全国 359 名父母（70% 白人，67% 女性，平均年龄 34 岁）样本中收集的。采用逻辑回归和线性回归进行定量分析，并对定性回答进行编码，以阐明批评的主题。在控制了第一阶段的结果后，第一阶段的批评与第二阶段父母焦虑、抑郁和经济担忧的增加有关。内容编码显示，父母受到批评的原因是宽松的养育方式（20.63%）或对 COVID-19 预防措施过于严格（18.13%）。在养育子女的选择上受到批评可能会加剧心理健康问题。通过社交媒体或从家庭成员那里获得有关其养育方法的积极反馈，可能会让父母受益匪浅。

{"title":"“Tell me what I'm doing wrong”: Criticism of parenting choices and mental health during COVID-19","authors":"Kaitlin P. Ward, Olivia D. Chang, Shawna J. Lee","doi":"10.1016/j.ecresq.2024.10.008","DOIUrl":"10.1016/j.ecresq.2024.10.008","url":null,"abstract":"<div><div>During the COVID-19 pandemic, parents struggled with high levels of economic insecurity and mental health difficulties. Social cognitive theory suggests that receiving criticism from others contributes to psychological distress. This mixed-methods study explored longitudinal associations between receiving criticism about parenting choices and parental anxiety, depression, and financial worries during COVID-19. Survey data were collected at two time points in April 2020 from a national U.S. sample of 359 parents (70 % White, 67 % female, average age 34 years). Quantitative analyses were conducted using logistic and linear regression, and qualitative responses were coded to elucidate topics of criticism. Criticism at T1 was associated with increased parental anxiety, depression, and financial worries at T2 after controlling for these outcomes at T1. Content coding revealed parents were criticized for lenient parenting styles (20.63 %) or for being too strict with COVID-19 precautions (18.13 %). Being criticized about parenting choices may exacerbate mental health problems. Parents may benefit from receiving positive feedback about their parenting methods, either through social media or from family members.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 243-253"},"PeriodicalIF":3.2,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528245","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}

引用次数: 0

Payment rates and the stability of subsidized child care: Evidence from Minnesota's child care assistance program 支付率和补贴托儿所的稳定性：来自明尼苏达州儿童保育援助计划的证据

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-10-23 DOI: 10.1016/j.ecresq.2024.10.007

Jonathan Borowsky, Elizabeth E. Davis

Participation instability has been recognized as a major challenge in state child care subsidy programs and may undermine the benefits of these programs to the children and families they are intended to support. Payment rates – the maximum amounts that state subsidy programs will pay for child care in a given period – directly determine which providers are affordable to subsidized consumers and what schedules of care they can afford. Payment rates also affect the resources available to providers and their incentive to accept subsidies. This study examines the effect of payment rate increases on the stability of participation in child care subsidies and the stability of subsidized care arrangements. We study the impact of a major update to payment rates for the Minnesota Child Care Assistance Program, using monthly child- and provider-level administrative data and a quasi-experimental design. We implement a regression discontinuity design built on the state's method of setting county rates. We find strong evidence that higher subsidy payment rates lead to more stable subsidy participation and care arrangements. Thus, state-determined payment rates are a critical policy lever that affects access to care.

参与的不稳定性已被公认为是各州托儿补贴计划面临的一个主要挑战，并可能会损害这些计划对其旨在支持的儿童和家庭所带来的益处。支付率--州补贴计划在一定时期内为托儿所支付的最高金额--直接决定了哪些托儿所是接受补贴的消费者可以负担得起的，以及他们可以负担得起的托儿所时间安排。支付率还会影响托儿机构的可用资源及其接受补贴的积极性。本研究探讨了支付率的提高对参与儿童保育补贴的稳定性和补贴保育安排的稳定性的影响。我们利用每月的儿童和托儿机构管理数据以及准实验设计，研究了明尼苏达州托儿援助计划支付标准的重大更新所带来的影响。我们根据该州确定县级费率的方法，实施了回归不连续设计。我们发现有力的证据表明，较高的补贴支付率会导致更稳定的补贴参与和保育安排。因此，由州确定的支付率是影响医疗服务可及性的重要政策杠杆。

{"title":"Payment rates and the stability of subsidized child care: Evidence from Minnesota's child care assistance program","authors":"Jonathan Borowsky, Elizabeth E. Davis","doi":"10.1016/j.ecresq.2024.10.007","DOIUrl":"10.1016/j.ecresq.2024.10.007","url":null,"abstract":"<div><div>Participation instability has been recognized as a major challenge in state child care subsidy programs and may undermine the benefits of these programs to the children and families they are intended to support. Payment rates – the maximum amounts that state subsidy programs will pay for child care in a given period – directly determine which providers are affordable to subsidized consumers and what schedules of care they can afford. Payment rates also affect the resources available to providers and their incentive to accept subsidies. This study examines the effect of payment rate increases on the stability of participation in child care subsidies and the stability of subsidized care arrangements. We study the impact of a major update to payment rates for the Minnesota Child Care Assistance Program, using monthly child- and provider-level administrative data and a quasi-experimental design. We implement a regression discontinuity design built on the state's method of setting county rates. We find strong evidence that higher subsidy payment rates lead to more stable subsidy participation and care arrangements. Thus, state-determined payment rates are a critical policy lever that affects access to care.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 222-233"},"PeriodicalIF":3.2,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528243","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}

引用次数: 0

Teacher gestures bridge meaning: Unpacking teacher gesture in storybook read alouds to support vocabulary 教师手势是意义的桥梁：解读教师在故事书朗读中的手势，为词汇提供支持

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-10-22 DOI: 10.1016/j.ecresq.2024.10.006

Sabina Neugebauer , Lia Sandilos , Emmaline Ellis , Maria A. Walls

Teacher gesturing is an effective strategy for promoting vocabulary learning during book reading in early childhood settings. While studies find significant variation in teachers’ use of gesture, existing studies have not explored within-teacher and across-book differences in gesturing, reducing the ability to better understand how teachers and books drive gesturing to support language learning. To address this gap, this study investigated the gestures of nine teachers across 108 observations of the same 12 books to understand factors that explain teachers’ frequency of gesturing and the ways in which teachers gesture. Using mixed methods, we estimated multilevel models and descriptive statisics to examine whether books and teacher characteristics explained teachers’ frequency of engaging in representational and iconic gestures and employed multimodal content analysis and a grounded theory approach to better understand how and why certain books elicit more of these gestures across teachers. Study findings show greater within teacher variability in frequency of gesturing as a function of book, a positive association between teacher expertise and frequency of representational gesturing, and that teachers gestured to create emotive, conceptual, and animation bridges to connect the text and illustration to support student understanding of the language in picture books. Results showed that the content of the text also explained teacher gesturing, and thus that gesturing is not solely a teacher trait, but also reflects qualities of the text. Gesture research and practice should continue to consider text selection as critical to promoting this pedagogical strategy.

在幼儿阅读书籍的过程中，教师做手势是促进词汇学习的有效策略。虽然研究发现教师在使用手势时存在很大差异，但现有研究并未探讨教师内部和不同图书之间的手势差异，这降低了更好地理解教师和图书如何通过手势来支持语言学习的能力。为了弥补这一不足，本研究调查了九位教师在 108 次观察中对 12 本相同书籍所做的手势，以了解解释教师做手势频率的因素以及教师做手势的方式。我们采用混合方法，估计了多层次模型和描述性统计，以研究图书和教师特征是否能解释教师做出表征性和标志性手势的频率，并采用多模态内容分析和基础理论方法，以更好地理解某些图书如何以及为什么会引起教师做出更多手势。研究结果表明，教师内部的手势频率因图书而异，教师的专业知识与表象手势频率之间存在正相关，教师通过手势来创造情感、概念和动画桥梁，将文字和插图连接起来，以帮助学生理解绘本中的语言。结果表明，文本内容也解释了教师的手势，因此，手势不只是教师的特质，也反映了文本的特质。手势研究和实践应继续将文本选择作为推广这一教学策略的关键。

{"title":"Teacher gestures bridge meaning: Unpacking teacher gesture in storybook read alouds to support vocabulary","authors":"Sabina Neugebauer , Lia Sandilos , Emmaline Ellis , Maria A. Walls","doi":"10.1016/j.ecresq.2024.10.006","DOIUrl":"10.1016/j.ecresq.2024.10.006","url":null,"abstract":"<div><div>Teacher gesturing is an effective strategy for promoting vocabulary learning during book reading in early childhood settings. While studies find significant variation in teachers’ use of gesture, existing studies have not explored within-teacher and across-book differences in gesturing, reducing the ability to better understand how teachers and books drive gesturing to support language learning. To address this gap, this study investigated the gestures of nine teachers across 108 observations of the same 12 books to understand factors that explain teachers’ frequency of gesturing and the ways in which teachers gesture. Using mixed methods, we estimated multilevel models and descriptive statisics to examine whether books and teacher characteristics explained teachers’ frequency of engaging in representational and iconic gestures and employed multimodal content analysis and a grounded theory approach to better understand how and why certain books elicit more of these gestures across teachers. Study findings show greater within teacher variability in frequency of gesturing as a function of book, a positive association between teacher expertise and frequency of representational gesturing, and that teachers gestured to create emotive, conceptual, and animation bridges to connect the text and illustration to support student understanding of the language in picture books. Results showed that the content of the text also explained teacher gesturing, and thus that gesturing is not solely a teacher trait, but also reflects qualities of the text. Gesture research and practice should continue to consider text selection as critical to promoting this pedagogical strategy.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 211-221"},"PeriodicalIF":3.2,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528242","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}

引用次数: 0

Early cognitive predictors of language, literacy, and mathematics outcomes in the primary grades 小学阶段语言、识字和数学成果的早期认知预测因素

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-10-19 DOI: 10.1016/j.ecresq.2024.10.004

Theresa Pham , Marc F. Joanisse , Daniel Ansari , Janis Oram , Christine Stager , Lisa M.D. Archibald

Recently, cross-domain research has shown that some early cognitive precursors of language, reading, and mathematics overlap and predict one another. This study investigated how early cognitive predictors across domains could predict future academic skills across domains using data from 563 students in kindergarten to second grade (ages 5 to 8; 288 males; largely monolingual English). The roles of verbal, symbolic, and magnitude comparison skills as predictors of later academic grades for various language and math subjects were examined. Results found that Grade 1 marks were predicted by kindergarten verbal and symbolic skills, while Grade 2 marks were predicted by verbal skills and Grade 1 as well as indirectly by symbolic skills via Grade 1. Results are discussed in light of the overlapping relationships between language, reading, and mathematics.

最近，跨领域研究表明，语言、阅读和数学的一些早期认知前兆相互重叠并可相互预测。本研究利用 563 名幼儿园至二年级学生（5 至 8 岁；288 名男生；大部分使用单语英语）的数据，调查了跨领域的早期认知前兆如何预测未来跨领域的学业技能。研究考察了语言、符号和大小比较技能对日后各语言和数学科目学业成绩的预测作用。结果发现，一年级的分数是由幼儿园的言语和符号技能预测的，而二年级的分数是由言语技能和一年级预测的，以及通过一年级间接由符号技能预测的。本研究根据语言、阅读和数学之间的重叠关系对结果进行了讨论。

引用次数: 0

When bigger looks better: CLASS results in public Montessori preschool classrooms 越大越好公立蒙特梭利学前班的 CLASS 结果

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-10-19 DOI: 10.1016/j.ecresq.2024.10.003

Angeline S. Lillard , Lee LeBoeuf , Corey Borgman , Elena Martynova , Ann-Marie Faria , Karen Manship

The CLASS-PreK instrument is widely used to evaluate early childhood classrooms, but how classrooms using Montessori, the world's most common alternative education system, fare on CLASS is understudied. Because CLASS focuses largely on teacher-child interactions as the situs of learning, but in Montessori theory, child-environment interactions are considered more primary, Montessori classrooms may score systematically lower than conventional classrooms on CLASS. CLASS also collects format, content, and demographic information that could illuminate how Montessori classrooms compare to other classrooms. Here we used data from the first national study of public Montessori preschool to examine CLASS data in Montessori preschool classrooms as compared to a lottery-control-selected set of business-as-usual ones. Montessori classrooms (n = 54) had 50% more children on average, and significantly higher child:adult ratios (roughly 9 vs. 6) than a set of intentionally stratified control classrooms (n = 19 of 128), and CLASS scores did not differ across classroom types. Children in Montessori classrooms were observed in whole group activities during fewer cycles and in freely chosen activities during more cycles; also children were observed engaging with math content during more cycles in Montessori than in control classrooms. Counterintuitively, but consistent with Montessori theory, Montessori classrooms with larger class sizes (up to 26) had higher Emotional Support and Classroom Organization domain scores, and those with higher child:adult ratios (up to 13:1) trended towards higher Instructional Support domain scores.

CLASS-PreK工具被广泛用于评估幼儿课堂，但对使用蒙台梭利这一世界上最常见的替代教育体系的课堂在CLASS中的表现却研究不足。由于 CLASS 主要侧重于作为学习场所的教师与儿童之间的互动，但在蒙特梭利理论中，儿童与环境之间的互动被认为是更主要的，因此蒙特梭利教室在 CLASS 中的得分可能会明显低于传统教室。CLASS还收集了形式、内容和人口统计信息，这些信息可以说明蒙特梭利课堂与其他课堂的比较情况。在此，我们利用首次全国性公立蒙特梭利学前教育研究的数据，对蒙特梭利学前教育教室的CLASS数据进行了研究，并与通过抽签控制选出的一组正常教室的CLASS数据进行了比较。蒙特梭利教室（n = 54）的儿童平均人数比一组有意分层的对照教室（n = 19，共 128 间）多 50%，儿童与成人的比例（大约 9 比 6）也高出很多，而 CLASS 分数在不同类型的教室中并无差异。在蒙台梭利教室里，孩子们参加集体活动的次数较少，而参加自由选择活动的次数较多；在蒙台梭利教室里，孩子们参与数学内容的次数也比对照组多。与直觉相反，但与蒙特梭利理论一致的是，班级人数较多（多达 26 人）的蒙特梭利教室的情感支持和课堂组织领域得分较高，而儿童与成人比例较高（多达 13:1）的教室的教学支持领域得分呈上升趋势。

{"title":"When bigger looks better: CLASS results in public Montessori preschool classrooms","authors":"Angeline S. Lillard , Lee LeBoeuf , Corey Borgman , Elena Martynova , Ann-Marie Faria , Karen Manship","doi":"10.1016/j.ecresq.2024.10.003","DOIUrl":"10.1016/j.ecresq.2024.10.003","url":null,"abstract":"<div><div>The CLASS-PreK instrument is widely used to evaluate early childhood classrooms, but how classrooms using Montessori, the world's most common alternative education system, fare on CLASS is understudied. Because CLASS focuses largely on teacher-child interactions as the situs of learning, but in Montessori theory, child-environment interactions are considered more primary, Montessori classrooms may score systematically lower than conventional classrooms on CLASS. CLASS also collects format, content, and demographic information that could illuminate how Montessori classrooms compare to other classrooms. Here we used data from the first national study of public Montessori preschool to examine CLASS data in Montessori preschool classrooms as compared to a lottery-control-selected set of business-as-usual ones. Montessori classrooms (<em>n</em> = 54) had 50% more children on average, and significantly higher child:adult ratios (roughly 9 vs. 6) than a set of intentionally stratified control classrooms (<em>n</em> = 19 of 128), and CLASS scores did not differ across classroom types. Children in Montessori classrooms were observed in whole group activities during fewer cycles and in freely chosen activities during more cycles; also children were observed engaging with math content during more cycles in Montessori than in control classrooms. Counterintuitively, but consistent with Montessori theory, Montessori classrooms with larger class sizes (up to 26) had <em>higher</em> Emotional Support and Classroom Organization domain scores, and those with higher child:adult ratios (up to 13:1) trended towards <em>higher</em> Instructional Support domain scores.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 199-210"},"PeriodicalIF":3.2,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528240","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}

引用次数: 0

Context matters: The importance of investigating random effects in hierarchical models for early childhood education researchers 背景很重要：调查分层模型中的随机效应对幼儿教育研究人员的重要性

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-10-17 DOI: 10.1016/j.ecresq.2024.09.007

Clarissa M. Corkins , Amanda W. Harrist , Isaac J. Washburn , Laura Hubbs-Tait , Glade L. Topham , Taren Swindle

This paper highlights the importance of examining individual, classroom, and school-level variables simultaneously in early childhood education research. While it is well known that Hierarchical Linear Modeling (HLM) in school-based studies can be used to account for the clustering of students within classrooms or schools, less known is that HLM can use random effects to investigate how higher-level factors (e.g., effects that vary by school) moderate associations between lower-level factors. This possible moderation can be detected even if higher-level data are not collected. Despite this important use of HLM, a clear resource explaining how to test this type of effect is not available for early childhood researchers. This paper demonstrates this use of HLM by presenting three analytic examples using empirical early childhood education data. First, we review school-level effects literature and HLM concepts to provide the rationale for testing cross-level moderation effects in education research; next we do a short review of literature on the variables that will be used in our three examples (viz., teacher beliefs and student socioemotional behavior); next we describe the dataset that will be analyzed; and finally we guide the reader step-by-step through analyses that show the presence and absence of fixed effects of teacher beliefs on student social outcomes and the erroneous conclusions that can occur if school-level moderation (i.e., random effects) tests are excluded from analyses. This paper provides evidence for the importance of testing for how teachers and students impact each other as a function of school differences, shows how this can be accomplished, and highlights the need to examine random effects of clustering in educational models to ensure the full context is accounted for when predicting student outcomes.

本文强调了在幼儿教育研究中同时研究个人、班级和学校层面变量的重要性。众所周知，在以学校为基础的研究中，层次线性建模（HLM）可用于解释教室或学校内学生的聚类情况，但鲜为人知的是，层次线性建模可使用随机效应来研究较高层次的因素（如因学校而异的效应）如何调节较低层次因素之间的关联。即使没有收集到更高层次的数据，也可以检测到这种可能的调节作用。尽管 HLM 的使用非常重要，但对于儿童早期教育研究人员来说，还没有一个明确的资源来解释如何测试这类效应。本文利用幼儿教育实证数据，通过三个分析示例，展示了 HLM 的应用。首先，我们回顾了学校层面的效应文献和 HLM 概念，为在教育研究中测试跨层面的调节效应提供了理论依据；接下来，我们对三个例子中将使用的变量（即：教师信念和学生的社会心理健康）进行了简短的文献回顾、接下来，我们将对三个例子中使用的变量（即教师信念和学生的社会情感行为）的相关文献进行简短回顾；接下来，我们将描述将要分析的数据集；最后，我们将引导读者逐步完成分析，以显示教师信念对学生社会结果的固定效应的存在与否，以及如果在分析中排除学校层面的调节效应（即随机效应）检验，可能会出现的错误结论。本文证明了检验教师和学生如何因学校差异而相互影响的重要性，展示了如何做到这一点，并强调了在教育模型中检验集群随机效应的必要性，以确保在预测学生结果时考虑到全部背景。

{"title":"Context matters: The importance of investigating random effects in hierarchical models for early childhood education researchers","authors":"Clarissa M. Corkins , Amanda W. Harrist , Isaac J. Washburn , Laura Hubbs-Tait , Glade L. Topham , Taren Swindle","doi":"10.1016/j.ecresq.2024.09.007","DOIUrl":"10.1016/j.ecresq.2024.09.007","url":null,"abstract":"<div><div>This paper highlights the importance of examining individual, classroom, and school-level variables simultaneously in early childhood education research. While it is well known that Hierarchical Linear Modeling (HLM) in school-based studies can be used to account for the clustering of students within classrooms or schools, less known is that HLM can use random effects to investigate how higher-level factors (e.g., effects that vary by school) moderate associations between lower-level factors. This possible moderation can be detected even if higher-level data are not collected. Despite this important use of HLM, a clear resource explaining how to test this type of effect is not available for early childhood researchers. This paper demonstrates this use of HLM by presenting three analytic examples using empirical early childhood education data. First, we review school-level effects literature and HLM concepts to provide the rationale for testing cross-level moderation effects in education research; next we do a short review of literature on the variables that will be used in our three examples (viz., teacher beliefs and student socioemotional behavior); next we describe the dataset that will be analyzed; and finally we guide the reader step-by-step through analyses that show the presence and absence of fixed effects of teacher beliefs on student social outcomes and the erroneous conclusions that can occur if school-level moderation (i.e., random effects) tests are excluded from analyses. This paper provides evidence for the importance of testing for how teachers and students impact each other as a function of school differences, shows how this can be accomplished, and highlights the need to examine random effects of clustering in educational models to ensure the full context is accounted for when predicting student outcomes.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 178-186"},"PeriodicalIF":3.2,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142445353","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}

引用次数: 0

You Do You[Tube]!The multifaceted roles of online video viewing in the lives of U.S. children You Do You[Tube]！在线视频观看在美国儿童生活中的多重作用

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-10-11 DOI: 10.1016/j.ecresq.2024.10.001

J. Alex Bonus , Rebecca A. Dore , Brenna Hassinger-Das , Julia M. Wilson , Elena O'Hara , C. Joseph Francemone

Guided by uses and gratifications theory, the current project invited parents (N = 358) to submit YouTube videos (N = 973) recently viewed by their children aged 0 to 8. Parents rated each video for its perceived impact on their child, while coders evaluated each video for its content. Results indicated that in-depth educational lessons were rare in these videos, and potentially harmful depictions were common (e.g., physical aggression). Despite these issues, parents reported that these videos often evoked children's joy, fostered social bonding, and allowed children to explore niche interests. Some patterns varied by age, such that older (vs. younger) children viewed fewer educational videos, and they experienced fewer emotional gratifications from viewing. However, older children also viewed more videos with peers, and parents reported that those experiences facilitated peer bonding. Collectively, these findings replicate some concerning patterns found in previous research while also hinting at positive aspects of YouTube exposure that are neglected in discourse about children's experiences online.

在使用和满足理论的指导下，本项目邀请家长（358 人）提交其 0 至 8 岁子女最近观看的 YouTube 视频（973 人）。家长们根据每段视频对孩子的影响程度进行评分，而编码人员则根据每段视频的内容进行评估。结果表明，在这些视频中很少有深入的教育课程，而有潜在危害的描述却很常见（如身体侵犯）。尽管存在这些问题，但据家长们反映，这些视频往往能唤起孩子们的快乐，促进社交关系，并让孩子们探索自己的兴趣所在。一些模式因年龄而异，比如年龄较大（相对于年龄较小）的儿童观看的教育视频较少，他们从观看中获得的情感满足也较少。不过，年龄较大的儿童也会与同伴一起观看更多的视频，而家长也表示这些经历促进了同伴之间的联系。总之，这些研究结果重复了以往研究中发现的一些令人担忧的模式，同时也暗示了在讨论儿童在线体验时被忽视的接触 YouTube 的积极方面。

{"title":"You Do You[Tube]!The multifaceted roles of online video viewing in the lives of U.S. children","authors":"J. Alex Bonus , Rebecca A. Dore , Brenna Hassinger-Das , Julia M. Wilson , Elena O'Hara , C. Joseph Francemone","doi":"10.1016/j.ecresq.2024.10.001","DOIUrl":"10.1016/j.ecresq.2024.10.001","url":null,"abstract":"<div><div>Guided by uses and gratifications theory, the current project invited parents (<em>N</em> = 358) to submit YouTube videos (<em>N</em> = 973) recently viewed by their children aged 0 to 8. Parents rated each video for its perceived impact on their child, while coders evaluated each video for its content. Results indicated that in-depth educational lessons were rare in these videos, and potentially harmful depictions were common (e.g., physical aggression). Despite these issues, parents reported that these videos often evoked children's joy, fostered social bonding, and allowed children to explore niche interests. Some patterns varied by age, such that older (vs. younger) children viewed fewer educational videos, and they experienced fewer emotional gratifications from viewing. However, older children also viewed more videos with peers, and parents reported that those experiences facilitated peer bonding. Collectively, these findings replicate some concerning patterns found in previous research while also hinting at positive aspects of YouTube exposure that are neglected in discourse about children's experiences online.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 167-177"},"PeriodicalIF":3.2,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142419996","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}

引用次数: 0

The gender gap in early language development among children from peri-urban China 中国城郊儿童早期语言发展的性别差距

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-10-09 DOI: 10.1016/j.ecresq.2024.09.008

Yue Ma , Xiyuan Jia , Lucy Pappas , Yian Guo , Tianli Feng , Jieyuan Feng , Scott Rozelle

In rural China, there exists a gender gap in academic achievement where girls outperform boys, suggesting similar differences in early language development. Moreover, recent research has revealed that children in peri-urban communities have worse language outcomes than children in rural communities. This study examines the impact of gender on early language development in low-SES, peri-urban Chinese communities. Data from 81 children (56.79% boys) aged 18-24 months (M_age = 21.16) living in peri-urban China were collected using two caregiver-reported tests for child language development and ability, and language environment analysis technology for measuring the home language environment. Results show that in peri-urban communities, girls were generally exposed to more adult-child conversations and showed higher counts of vocalizations than did boys; girls scored higher on language development measures than did boys. The implications of these findings on the gender gap and child development are discussed.

在中国农村地区，女孩的学习成绩优于男孩，这表明在早期语言发展方面存在着类似的性别差异。此外，最近的研究显示，城市周边社区儿童的语言成绩比农村社区儿童差。本研究探讨了性别对中国城郊低社会经济地位社区儿童早期语言发展的影响。研究收集了生活在中国城市周边地区的 81 名 18-24 个月大的儿童（男童占 56.79%）的数据（Mage = 21.16），使用了两种由看护人报告的儿童语言发展和能力测试，以及用于测量家庭语言环境的语言环境分析技术。结果表明，在城市周边社区，女孩一般比男孩接触更多的成人与儿童的对话，发声次数也更多。本文讨论了这些研究结果对性别差距和儿童发展的影响。

引用次数: 0