Early Childhood Research Quarterly最新文献_第3页

Correlations between coaching quality and teacher change in social-emotional teaching practices

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-01-20 DOI: 10.1016/j.ecresq.2025.01.003

Jessica K. Hardy , Jill Grifenhagen , Ragan H. McLeod , Katerina M. Marcoulides , Mary Louise Hemmeter

Coaching has become prevalent in early childhood educational settings and has been shown to support teachers’ use of evidence-based practices. However, coaching includes many practices, and it is not known which practices are necessary for affecting change. We developed a model of coaching quality, the Coaching Quality Framework, and a quantitative measure, the Coaching Quality Checklist (CQC). The model and measure were developed to operationalize quality as an aspect of implementation fidelity in coaching interventions. The CQC includes three subscales: Foundational, Supportive, and Change-Oriented. In this study, we used the CQC to code 168 coaching sessions from a randomized control trial of the Pyramid Model. Teacher outcomes were measured using the Teaching Pyramid Observation Tool (TPOT). We found that total CQC scores were significantly correlated with change in preschool teachers’ social-emotional teaching practices, as measured by their overall TPOT scores. The Change-Oriented subscale of the CQC was significantly correlated with growth in TPOT scores, while the other two CQC subscales were not. We also measured the extent to which fidelity to the coaching protocol was correlated with growth in TPOT scores and found it was significantly correlated with growth on two TPOT practices but not overall change in TPOT scores. However, CQC scores were significantly correlated with fidelity scores. We measured how CQC scores varied among coach-teacher dyads and found that 82 % of the variability was attributable to the coach rather than the teacher. The results of this study support the validity of the CQC, indicating it measures coaching behaviors important for supporting changes in social-emotional teaching practices.

辅导已在幼儿教育机构中盛行，并被证明有助于教师使用循证实践。然而，辅导包括许多实践，而哪些实践是影响变革所必需的，目前尚不清楚。我们开发了一个教练质量模型--教练质量框架，以及一个定量测量方法--教练质量检查表（CQC）。开发该模型和测量方法的目的是将质量作为教练干预中实施忠诚度的一个方面进行操作化。CQC 包括三个子量表：基础型、支持型和变革导向型。在本研究中，我们使用 CQC 对金字塔模式随机对照试验中的 168 节辅导课进行了编码。教师的成果通过教学金字塔观察工具（TPOT）进行测量。我们发现，CQC 的总分与学前教师社会情感教学实践的变化有明显的相关性，这可以用 TPOT 的总分来衡量。CQC 的 "以变化为导向 "分量表与 TPOT 分数的增长显著相关，而 CQC 的其他两个分量表则不相关。我们还测量了教练方案的忠实度与 TPOT 分数增长的相关程度，发现它与两项 TPOT 实践的增长有明显的相关性，但与 TPOT 分数的总体变化无关。不过，CQC 分数与忠实度分数呈显著相关。我们测量了教练-教师二人组中 CQC 分数的变化情况，发现 82% 的变化归因于教练而非教师。这项研究的结果支持了 CQC 的有效性，表明它能测量对支持社会情感教学实践变革非常重要的教练行为。

{"title":"Correlations between coaching quality and teacher change in social-emotional teaching practices","authors":"Jessica K. Hardy , Jill Grifenhagen , Ragan H. McLeod , Katerina M. Marcoulides , Mary Louise Hemmeter","doi":"10.1016/j.ecresq.2025.01.003","DOIUrl":"10.1016/j.ecresq.2025.01.003","url":null,"abstract":"<div><div>Coaching has become prevalent in early childhood educational settings and has been shown to support teachers’ use of evidence-based practices. However, coaching includes many practices, and it is not known which practices are necessary for affecting change. We developed a model of coaching quality, the Coaching Quality Framework, and a quantitative measure, the Coaching Quality Checklist (CQC). The model and measure were developed to operationalize quality as an aspect of implementation fidelity in coaching interventions. The CQC includes three subscales: Foundational, Supportive, and Change-Oriented. In this study, we used the CQC to code 168 coaching sessions from a randomized control trial of the Pyramid Model. Teacher outcomes were measured using the Teaching Pyramid Observation Tool (TPOT). We found that total CQC scores were significantly correlated with change in preschool teachers’ social-emotional teaching practices, as measured by their overall TPOT scores. The Change-Oriented subscale of the CQC was significantly correlated with growth in TPOT scores, while the other two CQC subscales were not. We also measured the extent to which fidelity to the coaching protocol was correlated with growth in TPOT scores and found it was significantly correlated with growth on two TPOT practices but not overall change in TPOT scores. However, CQC scores were significantly correlated with fidelity scores. We measured how CQC scores varied among coach-teacher dyads and found that 82 % of the variability was attributable to the coach rather than the teacher. The results of this study support the validity of the CQC, indicating it measures coaching behaviors important for supporting changes in social-emotional teaching practices.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 183-192"},"PeriodicalIF":3.2,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143035192","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

Testing block play as an effective mechanism for promoting early math, executive function, and spatial skills in preschoolers from low-income backgrounds 测试积木游戏作为一个有效的机制，促进早期数学，执行功能和空间技能的低收入背景的学龄前儿童

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-12-31 DOI: 10.1016/j.ecresq.2024.12.011

Sara A. Schmitt , David J. Purpura , Robert J. Duncan , Lindsey Bryant , Tracy M. Zehner , Brianna L. Devlin , Elyssa A. Geer , Tanya A. Paes

The aim of the present study was to evaluate the impacts of different types of block play (free play and semi-structured play) on children's math, executive function (EF), and spatial skills in a low-income sample. We hypothesized that children assigned to either of the block play conditions would demonstrate greater gains on math, EF, and spatial skills compared to children in a business-as-usual (BAU) condition. Further, we expected that children in the semi-structured condition would experience greater gains in math, EF, and spatial skills relative to children in the free play condition. Children from families with low incomes (N = 242; Mage = 52.01) participated in a randomized controlled trial. Children completed twelve direct assessments of math, EF, and spatial skills at pre-test and post-test. Children were assigned to one of three conditions: free play (Free) with blocks, semi-structured block play (Semi), or business-as-usual (BAU) control. Intervention implementation occurred twice per week for 8 weeks. Preregistered analyses indicated that three intervention effects were statistically significant, two favoring the Free group over BAU: geometry skills (b = 0.37, p = .010) and behavioral regulation (b = 0.23, p = .017), and one favoring BAU over Free: math language (b = -0.18, p = .034). Despite only finding three significant effects, the overall pattern of results suggests positive effects of the block play interventions (i.e., effect sizes were positive for 10 of the 12 outcomes). Implications for practice and future research are discussed.

本研究旨在评估不同类型的积木游戏（自由游戏和半结构化游戏）对低收入样本儿童数学、执行功能（EF）和空间技能的影响。我们假设，被分配到任何一种积木游戏条件下的儿童，在数学、EF和空间技能方面都比在“一切照旧”（BAU）条件下的儿童有更大的进步。此外，我们期望在半结构化条件下的儿童在数学、EF和空间技能方面比在自由玩耍条件下的儿童获得更大的收益。来自低收入家庭的儿童(N = 242；Mage = 52.01)参加了一项随机对照试验。孩子们在测试前和测试后完成了数学、EF和空间技能的12项直接评估。孩子们被分配到三种情况中的一种：带积木的自由游戏（free），半结构化积木游戏（Semi），或者一切照旧（BAU）控制。干预措施每周实施两次，持续8周。预注册分析显示，三个干预效果具有统计学意义，其中两个干预效果优于BAU组：几何技能（b = 0.37, p = 0.010）和行为调节（b = 0.23, p = 0.017），另一个干预效果优于BAU组：数学语言（b = -0.18, p = 0.034）。尽管只发现了三个显著的影响，但结果的总体模式表明，街区游戏干预措施具有积极的影响（即，12个结果中有10个结果是积极的）。讨论了对实践和未来研究的启示。

{"title":"Testing block play as an effective mechanism for promoting early math, executive function, and spatial skills in preschoolers from low-income backgrounds","authors":"Sara A. Schmitt , David J. Purpura , Robert J. Duncan , Lindsey Bryant , Tracy M. Zehner , Brianna L. Devlin , Elyssa A. Geer , Tanya A. Paes","doi":"10.1016/j.ecresq.2024.12.011","DOIUrl":"10.1016/j.ecresq.2024.12.011","url":null,"abstract":"<div><div>The aim of the present study was to evaluate the impacts of different types of block play (free play and semi-structured play) on children's math, executive function (EF), and spatial skills in a low-income sample. We hypothesized that children assigned to either of the block play conditions would demonstrate greater gains on math, EF, and spatial skills compared to children in a business-as-usual (BAU) condition. Further, we expected that children in the semi-structured condition would experience greater gains in math, EF, and spatial skills relative to children in the free play condition. Children from families with low incomes (<em>N</em> = 242; <em>M</em>age = 52.01) participated in a randomized controlled trial<strong>.</strong> Children completed twelve direct assessments of math, EF, and spatial skills at pre-test and post-test. Children were assigned to one of three conditions: free play (Free) with blocks, semi-structured block play (Semi), or business-as-usual (BAU) control. Intervention implementation occurred twice per week for 8 weeks. Preregistered analyses indicated that three intervention effects were statistically significant, two favoring the Free group over BAU: geometry skills (<em>b</em> = 0.37, <em>p</em> = .010) and behavioral regulation (<em>b</em> = 0.23, <em>p</em> = .017), and one favoring BAU over Free: math language (<em>b</em> = -0.18, <em>p</em> = .034). Despite only finding three significant effects, the overall pattern of results suggests positive effects of the block play interventions (i.e., effect sizes were positive for 10 of the 12 outcomes). Implications for practice and future research are discussed.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 163-173"},"PeriodicalIF":3.2,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142925274","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

Advancing research on equitable access to early care and education in the United States 推进在美国公平获得早期护理和教育的研究

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-12-30 DOI: 10.1016/j.ecresq.2024.12.009

Pamela Joshi , Tamara Halle , Yoonsook Ha , Julia R. Henly , Milagros Nores , Neda Senehi

引用次数: 0

Reducing childcare subsidy instability through eligibility period extensions: Equity impacts of 12-month recertification requirements 通过延长资格期减少儿童保育补贴的不稳定性：12个月重新认证要求对公平的影响

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-12-30 DOI: 10.1016/j.ecresq.2024.12.010

Youngjin Stephanie Hong , Julia R. Henly , David Alexander

The 2014 reauthorization of the Child Care Development Block Grant Act required that states and territories set their program eligibility period to be at least 12 months in length. This was designed to address premature program disruptions related to difficulties with the recertification process. Subsidy instability can undermine the multidimensional goal of providing equitable access to childcare. Using Illinois’ longitudinal administrative payment records, this study examines whether a shift from a 6-month to a 12-month eligibility period contributes to lengthened periods on subsidy and whether this effect had particular benefits for home-based providers, especially license-exempt family, friend, and neighbor (FFN) caregivers. We find that median subsidy spell lengths were longer during a 12-month than a 6-month eligibility period. Cox proportional hazards models that account for observable differences before and after the policy change indicate that the policy change is associated with a lower risk of leaving the subsidy program even after 12-months on the program. We also find equity benefits to the change: families who use FFN caregivers benefited most from the extended eligibility period. Our finding suggests that a longer eligibility period established by the 2014 reauthorization increased subsidy duration and helped promote equity in sustained access to subsidies, with potential implications for fostering equitable access to childcare, family economic security, and children's healthy development.

2014年重新授权的《儿童保育发展整体拨款法案》要求各州和地区将其项目资格期设定为至少12个月。这是为了解决与重新认证过程中的困难相关的过早计划中断问题。补贴不稳定会破坏提供公平托儿服务的多维目标。利用伊利诺伊州的纵向行政支付记录，本研究考察了从6个月到12个月的资格期的转变是否有助于延长补贴期，以及这种影响是否对家庭服务提供者，特别是免许可证的家庭、朋友和邻居（FFN）照顾者有特别的好处。我们发现，在12个月的补贴期限中位数比6个月的补贴期限更长。考虑到政策变化前后可观察到的差异的Cox比例风险模型表明，政策变化与即使在补贴计划实施12个月后退出补贴计划的风险较低有关。我们还发现了这一变化带来的公平利益：使用FFN看护者的家庭从延长的资格期中受益最多。我们的研究结果表明，2014年重新授权确立的更长的资格期增加了补贴期限，并有助于促进持续获得补贴的公平性，这对促进公平获得托儿服务、家庭经济安全和儿童健康发展具有潜在影响。

{"title":"Reducing childcare subsidy instability through eligibility period extensions: Equity impacts of 12-month recertification requirements","authors":"Youngjin Stephanie Hong , Julia R. Henly , David Alexander","doi":"10.1016/j.ecresq.2024.12.010","DOIUrl":"10.1016/j.ecresq.2024.12.010","url":null,"abstract":"<div><div>The 2014 reauthorization of the Child Care Development Block Grant Act required that states and territories set their program eligibility period to be at least 12 months in length. This was designed to address premature program disruptions related to difficulties with the recertification process. Subsidy instability can undermine the multidimensional goal of providing equitable access to childcare. Using Illinois’ longitudinal administrative payment records, this study examines whether a shift from a 6-month to a 12-month eligibility period contributes to lengthened periods on subsidy and whether this effect had particular benefits for home-based providers, especially license-exempt family, friend, and neighbor (FFN) caregivers. We find that median subsidy spell lengths were longer during a 12-month than a 6-month eligibility period. Cox proportional hazards models that account for observable differences before and after the policy change indicate that the policy change is associated with a lower risk of leaving the subsidy program even after 12-months on the program. We also find equity benefits to the change: families who use FFN caregivers benefited most from the extended eligibility period. Our finding suggests that a longer eligibility period established by the 2014 reauthorization increased subsidy duration and helped promote equity in sustained access to subsidies, with potential implications for fostering equitable access to childcare, family economic security, and children's healthy development.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 151-162"},"PeriodicalIF":3.2,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142925279","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

Closer to home: A study of equity-focused pre-k access and enrollment policies in Chicago 离家更近：芝加哥以公平为重点的学前教育准入和入学政策研究

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-12-24 DOI: 10.1016/j.ecresq.2024.12.008

Maia C. Connors , Stacy B. Ehrlich Loewe , Amanda G. Stein , John Francis , Sarah Kabourek , John Q. Easton

Ample research points to school-based, full-day pre-k as an important mechanism for supporting children's development and laying a foundation for academic success in elementary school. Yet the children who are most likely to benefit from these experiences have historically had the least access. In collaboration with Chicago policymakers, this study investigates whether and for whom patterns of early elementary school academic outcomes were associated with a set of policy changes that were intended to increase access to, and enrollment in, school-based full-day pre-k for “high-priority” student groups. Results suggest patterns of stronger second grade math scores, reading scores, and academic grades among students eligible to enroll in pre-k after the policy changes were implemented, compared to students eligible for pre-k in the pre-policy period. These associations were strongest within “high-priority” student groups, including Black students and those living in the lowest-income neighborhoods. Using a descriptive structural equation modeling approach to test the theory of action underlying this suite of policy changes, we found evidence that the primary policy components were successfully implemented such that high-priority student groups lived closer to full-day school-based pre-k options post-policy, which in turn was related to their increased enrollment in full-day school-based pre-k, higher kindergarten entry skills, and ultimately better second grade academic outcomes.

大量研究指出，以学校为基础的全日制学前教育是支持儿童发展的重要机制，为小学学业成功奠定基础。然而，从历史上看，最有可能从这些经历中受益的儿童却获得的机会最少。在与芝加哥政策制定者的合作下，本研究调查了早期小学学业成果的模式是否以及对谁来说与一系列旨在增加“高优先”学生群体获得全日制学前班的机会和入学率的政策变化有关。结果表明，与政策实施前的学生相比，政策实施后符合条件的学前班学生的二年级数学成绩、阅读成绩和学术成绩都有所提高。这些联系在“高优先级”学生群体中最为强烈，包括黑人学生和生活在最低收入社区的学生。使用描述性结构方程建模方法来检验这一系列政策变化背后的行动理论，我们发现证据表明，主要政策组成部分被成功实施，使得高优先级学生群体在政策出台后住得更靠近全日制学前班，这反过来又与他们在全日制学前班的入学率增加、更高的幼儿园入学技能和最终更好的二年级学业成绩有关。

{"title":"Closer to home: A study of equity-focused pre-k access and enrollment policies in Chicago","authors":"Maia C. Connors , Stacy B. Ehrlich Loewe , Amanda G. Stein , John Francis , Sarah Kabourek , John Q. Easton","doi":"10.1016/j.ecresq.2024.12.008","DOIUrl":"10.1016/j.ecresq.2024.12.008","url":null,"abstract":"<div><div>Ample research points to school-based, full-day pre-k as an important mechanism for supporting children's development and laying a foundation for academic success in elementary school. Yet the children who are most likely to benefit from these experiences have historically had the least access. In collaboration with Chicago policymakers, this study investigates whether and for whom patterns of early elementary school academic outcomes were associated with a set of policy changes that were intended to increase access to, and enrollment in, school-based full-day pre-k for “high-priority” student groups. Results suggest patterns of stronger second grade math scores, reading scores, and academic grades among students eligible to enroll in pre-k after the policy changes were implemented, compared to students eligible for pre-k in the pre-policy period. These associations were strongest within “high-priority” student groups, including Black students and those living in the lowest-income neighborhoods. Using a descriptive structural equation modeling approach to test the theory of action underlying this suite of policy changes, we found evidence that the primary policy components were successfully implemented such that high-priority student groups lived closer to full-day school-based pre-k options post-policy, which in turn was related to their increased enrollment in full-day school-based pre-k, higher kindergarten entry skills, and ultimately better second grade academic outcomes.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 135-144"},"PeriodicalIF":3.2,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142889255","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

Examining duration of family enrollment in subsidized child care after policy change: Disaggregated outcomes for diverse populations in New Mexico 政策改变后家庭参加补贴儿童保育的持续时间：新墨西哥州不同人群的分类结果

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-12-22 DOI: 10.1016/j.ecresq.2024.12.007

Andrew L. Breidenbach, Hailey Heinz

Child care subsidies are most beneficial when families receive them for a sustained period, facilitating affordable access to care. As a plurality-Hispanic border state with substantial tribal populations, New Mexico contributes unique insights into how the nationwide move to 12-month recertification periods for child care subsidies affected family enrollment duration for these populations. We hypothesized that for our sample, average care duration would increase modestly for families after full implementation of 12-month recertification, but that these increases would be uneven across subgroups by race/ethnicity, income, and whether they are working or in school. Using 42 months of administrative data (January 2015-June 2018), we used survival time regression modeling to examine whether families enrolled after the 12-month policy implementation had longer durations in subsidized care, controlling for confounding family-level and contextual factors. Results show that families who entered subsidized care after New Mexico’s 12-month recertification policy went into effect were on average more likely to reach longer enrollment spells. Median subsidized spell length increased by 83 %, from 6 months prior to policy implementation up to 11 months afterwards. Sub-group analyses revealed that enrollment duration increased across groups, but Native Americans gained significantly less from the policy. Enrollment spells for student parents improved but remained markedly shorter than those of employed parents. Although the policy extended families’ usage of the subsidy system in the aggregate, further research is needed to better contextualize and understand the complex factors that may differentially affect families’ ability to remain enrolled in the program.

当家庭持续一段时间获得儿童保育补贴，促进负担得起的护理服务时，儿童保育补贴是最有益的。作为一个拥有大量部落人口的多西班牙裔边境州，新墨西哥州对全国范围内儿童保育补贴的12个月重新认证期如何影响这些人口的家庭注册期限提供了独特的见解。我们假设，在我们的样本中，在全面实施12个月的重新认证后，家庭的平均护理时间会适度增加，但这些增加在种族/民族、收入以及他们是否工作或上学的亚组中是不平衡的。使用42个月的行政数据（2015年1月- 2018年6月），我们使用生存时间回归模型来检验在政策实施12个月后注册的家庭是否在补贴护理中持续了更长的时间，控制了混杂的家庭水平和背景因素。结果显示，在新墨西哥州为期12个月的重新认证政策生效后进入补贴医疗的家庭平均更有可能达到更长的注册期限。从政策实施前的6个月到政策实施后的11个月，平均补贴期限增加了83%。亚组分析显示，各群体的入学时间都有所增加，但印第安人从该政策中获得的好处明显较少。学生家长的入学时间有所改善，但仍明显短于在职家长。虽然该政策总体上扩大了家庭对补贴制度的使用，但需要进一步的研究来更好地背景化和理解可能不同地影响家庭继续参加该计划的能力的复杂因素。

{"title":"Examining duration of family enrollment in subsidized child care after policy change: Disaggregated outcomes for diverse populations in New Mexico","authors":"Andrew L. Breidenbach, Hailey Heinz","doi":"10.1016/j.ecresq.2024.12.007","DOIUrl":"10.1016/j.ecresq.2024.12.007","url":null,"abstract":"<div><div>Child care subsidies are most beneficial when families receive them for a sustained period, facilitating affordable access to care. As a plurality-Hispanic border state with substantial tribal populations, New Mexico contributes unique insights into how the nationwide move to 12-month recertification periods for child care subsidies affected family enrollment duration for these populations. We hypothesized that for our sample, average care duration would increase modestly for families after full implementation of 12-month recertification, but that these increases would be uneven across subgroups by race/ethnicity, income, and whether they are working or in school. Using 42 months of administrative data (January 2015-June 2018), we used survival time regression modeling to examine whether families enrolled after the 12-month policy implementation had longer durations in subsidized care, controlling for confounding family-level and contextual factors. Results show that families who entered subsidized care after New Mexico’s 12-month recertification policy went into effect were on average more likely to reach longer enrollment spells. Median subsidized spell length increased by 83 %, from 6 months prior to policy implementation up to 11 months afterwards. Sub-group analyses revealed that enrollment duration increased across groups, but Native Americans gained significantly less from the policy. Enrollment spells for student parents improved but remained markedly shorter than those of employed parents. Although the policy extended families’ usage of the subsidy system in the aggregate, further research is needed to better contextualize and understand the complex factors that may differentially affect families’ ability to remain enrolled in the program.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 123-134"},"PeriodicalIF":3.2,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142874172","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

Maternal and paternal parenting stress: Direct and interactive associations with child externalizing and internalizing behavior problems 母亲和父亲的养育压力：与儿童外化和内化行为问题的直接和互动关系

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-12-18 DOI: 10.1016/j.ecresq.2024.12.006

Rose Lapolice Thériault, Annie Bernier, Audrey-Ann Deneault

This study examined the direct and interactive effects of mothers’ and fathers’ parenting stress in the prediction of child externalizing and internalizing behavior problems. Mothers and fathers (predominantly White and generally college-educated) of 157 children reported on their respective parenting stress when children were 18 months old. Both parents also reported on child behavior problems when children were 4 years old. Parent-reported infant temperamental difficultness at 15 months of age as well as child sex and family socioeconomic status were controlled for in the models. Path analyses suggested that both paternal and maternal parenting stress uniquely predicted child externalizing behaviors. A significant interaction between both parents’ parenting stress was also found, such that higher paternal parenting stress predicted more child externalizing behaviors at low and average levels of maternal stress, but not at high levels. Only maternal stress predicted higher levels of internalizing problems. The results of this longitudinal study suggest that paternal parenting stress may be of salient importance in the development of child externalizing behavior problems.

本研究考察了父母教养压力在预测儿童外化和内化行为问题中的直接作用和交互作用。157个孩子的父母（主要是白人，一般受过大学教育）报告了他们在孩子18个月大时各自的育儿压力。父母双方还报告了孩子4岁时的行为问题。在模型中，父母报告的婴儿在15个月大时的气质困难，以及儿童性别和家庭社会经济地位都被控制。通径分析表明，父母压力对儿童外化行为的预测都是独特的。研究还发现，父母双方的养育压力之间存在显著的相互作用，例如，较高的父亲养育压力预测在低水平和平均水平的母亲压力下，孩子会有更多的外化行为，而在高水平的母亲压力下则不会。只有母性压力预示着更高水平的内化问题。这项纵向研究的结果表明，父亲的养育压力可能在儿童外化行为问题的发展中具有显著的重要性。

{"title":"Maternal and paternal parenting stress: Direct and interactive associations with child externalizing and internalizing behavior problems","authors":"Rose Lapolice Thériault, Annie Bernier, Audrey-Ann Deneault","doi":"10.1016/j.ecresq.2024.12.006","DOIUrl":"10.1016/j.ecresq.2024.12.006","url":null,"abstract":"<div><div>This study examined the direct and interactive effects of mothers’ and fathers’ parenting stress in the prediction of child externalizing and internalizing behavior problems. Mothers and fathers (predominantly White and generally college-educated) of 157 children reported on their respective parenting stress when children were 18 months old. Both parents also reported on child behavior problems when children were 4 years old. Parent-reported infant temperamental difficultness at 15 months of age as well as child sex and family socioeconomic status were controlled for in the models. Path analyses suggested that both paternal and maternal parenting stress uniquely predicted child externalizing behaviors. A significant interaction between both parents’ parenting stress was also found, such that higher paternal parenting stress predicted more child externalizing behaviors at low and average levels of maternal stress, but not at high levels. Only maternal stress predicted higher levels of internalizing problems. The results of this longitudinal study suggest that paternal parenting stress may be of salient importance in the development of child externalizing behavior problems.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 114-122"},"PeriodicalIF":3.2,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142874086","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

Child care tradeoffs among Massachusetts mothers 马萨诸塞州母亲在育儿方面的取舍

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-12-13 DOI: 10.1016/j.ecresq.2024.12.005

Sarah Ann Savage , Wendy Wagner Robeson

In the U.S., licensed child care is funded through a mostly private market, constraining the supply of accessible high-quality care. Child care providers are limited in their ability to offer high-quality early child care that is easily accessible by parents across the economic spectrum. In a mostly private market, there is variation in options for early child care at the community- and provider-levels. Combine this with variable parental needs and preferences and it is easy to see how alignment is not always achievable (Weber, 2011). Constraints on the child care supply make fixing one or more aspects of child care possible only at the detriment of another. This is referred to as the child care trilemma (Morgan, 1986). This results in unequal and inequitable access to care across income levels. Lower-income families in particular face constraints in securing care that is strong on multiple care dimensions of affordability, quality, and availability when, where, and for whom they need it. We know that some parents confront forced choices or tradeoffs among aspects of care. This study aimed to understand the tradeoffs parents make in selecting the best care arrangements for their family. Between October 2019 and January 2020, we interviewed 67 mothers in Massachusetts whose child(ren) had not yet started kindergarten. We worked to understand the ways in which tradeoffs occurred and the implications of those tradeoffs by asking about mothers’ initial preferences and needs when first considering child care options relative to the choices they made. We found that 1) tradeoffs occurred along the multiple dimensions of care, 2) mothers used strategies to mitigate the consequences of tradeoffs, 3) tradeoffs varied in level of severity, 4) the more accessible the care, the less severe the tradeoff; and 5) tradeoffs varied in meaningful ways. These findings underscore the utility in applying a tradeoffs lens to assessing child care policy and practice in furtherance of equitable solutions.

在美国，获得许可的儿童保育主要通过私人市场获得资金，这限制了高质量护理的供应。儿童保育提供者提供高质量的幼儿保育的能力是有限的，而这种高质量的幼儿保育是各个经济阶层的父母都能轻松获得的。在大多为私营的市场中，社区和提供者两级的幼儿保育选择各不相同。将这一点与父母的需求和偏好相结合，很容易看出，对齐并不总是可以实现的（韦伯，2011）。对儿童保育供应的限制使儿童保育的一个或多个方面可能只会损害另一个方面。这被称为儿童保育三难困境（Morgan, 1986）。这导致不同收入水平的人获得医疗服务的机会不平等和不公平。低收入家庭在获得可负担性、质量和可获得性等多重护理方面尤其面临限制，而这些护理在他们需要的时间、地点和对象方面都具有很强的可获得性。我们知道，一些父母在照顾孩子的各个方面面临着被迫的选择或权衡。本研究旨在了解父母在为家庭选择最佳护理安排时所做的权衡。在2019年10月至2020年1月期间，我们采访了马萨诸塞州67位孩子尚未上幼儿园的母亲。我们通过询问母亲在第一次考虑儿童保育选择时的最初偏好和需求，以及她们所做的选择，努力了解权衡发生的方式以及这些权衡的含义。我们发现1)权衡发生在照顾的多个维度上，2)母亲使用策略来减轻权衡的后果，3)权衡的严重程度各不相同，4)照顾越容易获得，权衡越不严重；权衡的方式也有意义的不同。这些发现强调了应用权衡视角评估儿童保育政策和实践以促进公平解决方案的效用。

{"title":"Child care tradeoffs among Massachusetts mothers","authors":"Sarah Ann Savage , Wendy Wagner Robeson","doi":"10.1016/j.ecresq.2024.12.005","DOIUrl":"10.1016/j.ecresq.2024.12.005","url":null,"abstract":"<div><div>In the U.S., licensed child care is funded through a mostly private market, constraining the supply of accessible high-quality care. Child care providers are limited in their ability to offer high-quality early child care that is easily accessible by parents across the economic spectrum. In a mostly private market, there is variation in options for early child care at the community- and provider-levels. Combine this with variable parental needs and preferences and it is easy to see how alignment is not always achievable (Weber, 2011). Constraints on the child care supply make fixing one or more aspects of child care possible only at the detriment of another. This is referred to as the child care trilemma (Morgan, 1986). This results in unequal and inequitable access to care across income levels. Lower-income families in particular face constraints in securing care that is strong on multiple care dimensions of affordability, quality, and availability when, where, and for whom they need it. We know that some parents confront forced choices or tradeoffs among aspects of care. This study aimed to understand the tradeoffs parents make in selecting the best care arrangements for their family. Between October 2019 and January 2020, we interviewed 67 mothers in Massachusetts whose child(ren) had not yet started kindergarten. We worked to understand the ways in which tradeoffs occurred and the implications of those tradeoffs by asking about mothers’ initial preferences and needs when first considering child care options relative to the choices they made. We found that 1) tradeoffs occurred along the multiple dimensions of care, 2) mothers used strategies to mitigate the consequences of tradeoffs, 3) tradeoffs varied in level of severity, 4) the more accessible the care, the less severe the tradeoff; and 5) tradeoffs varied in meaningful ways. These findings underscore the utility in applying a tradeoffs lens to assessing child care policy and practice in furtherance of equitable solutions.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 104-113"},"PeriodicalIF":3.2,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142823265","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

Parenting styles from infancy to toddlerhood in Black/African American and Latina mothers with low incomes 低收入的黑人/非裔美国人和拉丁裔母亲从婴儿期到幼儿期的养育方式

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-12-12 DOI: 10.1016/j.ecresq.2024.12.003

Julia S. Feldman , Yudong Zhang , Elizabeth B. Miller , Pamela A. Morris-Perez , Julia A. Gajewski-Nemes , Caitlin F. Canfield , Alan L. Mendelsohn , Daniel S. Shaw

Parenting in very early childhood (0-2 years) provides important context for children's socioemotional development. The present study aims to address limitations of extant parenting literature, namely the reliance on white, middle-class samples and use of variable-centered approaches that often mask the rich heterogeneity of parenting styles. Using data from an efficacy trial of a tiered parenting program to promote school readiness, the current study examined parenting styles across three waves when children were 6, 18, and 24 months with a sample of Black/African American and Latina mothers with low incomes using person-oriented, latent class analysis. Based on multiple fit indices and interpretability, a three-class model was found to best fit the data. Two of the three parenting classes were identified for both Black/African American and Latina groups across all three ages: one was characterized by high levels of sensitivity, positive regard, and language quality/quantity (High Support and Warmth) and the other was characterized by moderate levels of these indicators (Moderate/Low, Moderate, and Moderate/High Support and Warmth). The third class varied the most between groups and over time. For Black/African American mothers, the third class was characterized most notably by the level of directiveness (ranging from High at 6 months, Moderate at 18 months, and Low at 24 months). For Latina mothers, this class was characterized by varying levels of directiveness and stimulation that were High at 6 months and Moderate at 18 and 24 months. Within most classes, mean levels of parenting behaviors varied by age. Findings emphasize the importance of considering age, culture, and time when assessing maternal parenting from infancy to toddlerhood.

幼儿时期（0-2岁）的父母教育为儿童的社会情感发展提供了重要的环境。本研究旨在解决现有育儿文献的局限性，即依赖于白人，中产阶级样本和使用以变量为中心的方法，这些方法往往掩盖了育儿方式的丰富异质性。目前的研究使用了一项促进入学准备的分层育儿计划的有效性试验的数据，以低收入的黑人/非裔美国人和拉丁裔母亲为样本，使用以人为本的潜在阶级分析，研究了孩子6个月、18个月和24个月时的三波育儿方式。基于多个拟合指标和可解释性，找到了最适合数据拟合的三级模型。三个育儿班中的两个被确定为所有三个年龄段的黑人/非裔美国人和拉丁裔群体：一个的特点是高水平的敏感性，积极的关注和语言质量/数量（高支持和温暖），另一个的特点是这些指标的中等水平（中/低，中，和中/高支持和温暖）。第三类在不同组间和不同时间变化最大。对于黑人/非裔美国母亲来说，第三类的特点是指令性水平（从6个月大的高，18个月大的中等，到24个月大的低）。对于拉丁裔母亲来说，这个课程的特点是不同程度的指导和刺激，在6个月时是高的，在18和24个月时是中等的。在大多数班级中，父母教养行为的平均水平因年龄而异。研究结果强调了在评估从婴儿期到幼儿期的母亲教养时考虑年龄、文化和时间的重要性。

{"title":"Parenting styles from infancy to toddlerhood in Black/African American and Latina mothers with low incomes","authors":"Julia S. Feldman , Yudong Zhang , Elizabeth B. Miller , Pamela A. Morris-Perez , Julia A. Gajewski-Nemes , Caitlin F. Canfield , Alan L. Mendelsohn , Daniel S. Shaw","doi":"10.1016/j.ecresq.2024.12.003","DOIUrl":"10.1016/j.ecresq.2024.12.003","url":null,"abstract":"<div><div>Parenting in very early childhood (0-2 years) provides important context for children's socioemotional development. The present study aims to address limitations of extant parenting literature, namely the reliance on white, middle-class samples and use of variable-centered approaches that often mask the rich heterogeneity of parenting styles. Using data from an efficacy trial of a tiered parenting program to promote school readiness, the current study examined parenting styles across three waves when children were 6, 18, and 24 months with a sample of Black/African American and Latina mothers with low incomes using person-oriented, latent class analysis. Based on multiple fit indices and interpretability, a three-class model was found to best fit the data. Two of the three parenting classes were identified for both Black/African American and Latina groups across all three ages: one was characterized by high levels of sensitivity, positive regard, and language quality/quantity (High Support and Warmth) and the other was characterized by moderate levels of these indicators (Moderate/Low, Moderate, and Moderate/High Support and Warmth). The third class varied the most between groups and over time. For Black/African American mothers, the third class was characterized most notably by the level of directiveness (ranging from High at 6 months, Moderate at 18 months, and Low at 24 months). For Latina mothers, this class was characterized by varying levels of directiveness and stimulation that were High at 6 months and Moderate at 18 and 24 months. Within most classes, mean levels of parenting behaviors varied by age. Findings emphasize the importance of considering age, culture, and time when assessing maternal parenting from infancy to toddlerhood.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 81-91"},"PeriodicalIF":3.2,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142823261","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

Is authorized capacity a good measure of child care providers’ current capacity? New evidence from Virginia 授权容量是否能很好地衡量托儿机构当前的容量？来自弗吉尼亚州的新证据

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-12-12 DOI: 10.1016/j.ecresq.2024.12.001

Katherine Miller-Bains, Stephen Yu, Daphna Bassok

Research has found demand for child care in the United States outpaces supply. However, the most widely available proxy for child care supply—authorized capacity—likely overestimates care availability in many studies. Authorized capacity represents the maximum children a provider can legally serve based on safety regulations and physical characteristics of the site. However, the slots available across sites can be constrained by factors not captured by authorized capacity, including the combination of ages currently enrolled and staffing at a site. If the gap between authorized capacity and “current capacity” is large, we stand to underestimate needed investments to improve access. This study quantifies the gap between providers’ current capacity as reported in a fall 2022 survey and authorized capacity per administrative records. Using data from 1,968 home- and center-based providers in Virginia, we find three key limitations of authorized capacity as a proxy of supply. First, providers’ current capacity was 74 % of their authorized capacity on average. Authorized capacity would overestimate child care availability by >30,000 slots across the providers in our sample. Second, center-based providers that accepted child care subsidies and those in neighborhoods with a greater concentration of poverty or people of color had significantly larger discrepancies between their current and authorized capacity. Finally, we find centers that reported challenges hiring and retaining staff had larger gaps between their current and authorized capacity compared to providers that did not report staffing challenges. These findings suggest the need for measures that more accurately and dynamically capture the number of children a provider can serve to better describe and address access inequities.

研究发现，美国的托儿服务供不应求。然而，在许多研究中，最广泛使用的托儿服务供应——授权能力——的替代指标可能高估了托儿服务的可用性。授权服务能力是根据安全规定和场地的物理特征，提供者可以合法服务的最大儿童数量。但是，各个地点的可用名额可能受到授权能力未涵盖的因素的限制，包括目前注册的年龄和地点的人员配备。如果授权能力与“当前能力”之间的差距很大，我们就会低估改善可及性所需的投资。本研究量化了2022年秋季调查中报告的供应商当前能力与每个行政记录的授权能力之间的差距。使用来自弗吉尼亚州1968家家庭和中心供应商的数据，我们发现授权容量作为供应代理的三个关键限制。首先，供应商目前的平均容量是其授权容量的74%。在我们的样本中，授权容量会将托儿所的可用性高估30,000个插槽。其次，接受儿童保育补贴的中心提供者和贫困人口或有色人种更集中的社区的提供者，其现有能力和授权能力之间的差异明显更大。最后，我们发现，与没有报告人员配备挑战的机构相比，报告了招聘和留住员工挑战的中心，其现有能力与授权能力之间的差距更大。这些发现表明，需要采取措施，更准确、更动态地捕捉一个提供者可以服务的儿童数量，以更好地描述和解决获取不平等问题。

{"title":"Is authorized capacity a good measure of child care providers’ current capacity? New evidence from Virginia","authors":"Katherine Miller-Bains, Stephen Yu, Daphna Bassok","doi":"10.1016/j.ecresq.2024.12.001","DOIUrl":"10.1016/j.ecresq.2024.12.001","url":null,"abstract":"<div><div>Research has found demand for child care in the United States outpaces supply. However, the most widely available proxy for child care supply—authorized capacity—likely overestimates care availability in many studies. Authorized capacity represents the maximum children a provider can legally serve based on safety regulations and physical characteristics of the site. However, the slots available across sites can be constrained by factors not captured by authorized capacity, including the combination of ages currently enrolled and staffing at a site. If the gap between authorized capacity and “current capacity” is large, we stand to underestimate needed investments to improve access. This study quantifies the gap between providers’ current capacity as reported in a fall 2022 survey and authorized capacity per administrative records. Using data from 1,968 home- and center-based providers in Virginia, we find three key limitations of authorized capacity as a proxy of supply. First, providers’ current capacity was 74 % of their authorized capacity on average. Authorized capacity would overestimate child care availability by >30,000 slots across the providers in our sample. Second, center-based providers that accepted child care subsidies and those in neighborhoods with a greater concentration of poverty or people of color had significantly larger discrepancies between their current and authorized capacity. Finally, we find centers that reported challenges hiring and retaining staff had larger gaps between their current and authorized capacity compared to providers that did not report staffing challenges. These findings suggest the need for measures that more accurately and dynamically capture the number of children a provider can serve to better describe and address access inequities.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 92-103"},"PeriodicalIF":3.2,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142823110","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