Early childhood represents a critical period for social and behavioral development, during which parental caregiving decisions significantly influence developmental outcomes. Home-rearing environment with low parental interaction has been associated with increased risks of low social competence and heightened behavioral difficulties; however, the strength and nature of these associations remain underexamined in the Nepalese context. This cross-sectional study investigated the relationship between the quality of the home-rearing environment and children’s social competence and behavioral difficulties among 256 Nepalese children aged 2 to 6 years. Data were collected through parent and teacher completed questionnaires and analyzed using Fisher’s exact test and multivariable logistic regression. The findings indicated that a nurturing home environment characterized by quality family time, non-harsh disciplinary approaches, and access to social support was significantly associated with enhanced social competence and fewer behavioral difficulties. These results emphasize the importance of positive home-rearing practices in early childhood and offer valuable evidence to inform childcare strategies and public health policies in Nepal.
{"title":"The relationship of home-rearing environment with early childhood social competence and behavioral difficulties: Insights from Nepalese children","authors":"Smarika Shrestha , Xiang Li , Zhu Zhu , Hilda Meriyandah , Yuri Nurdiantami , Alpona Afsari Banu , Maiko Shigeeda , Tokie Anme","doi":"10.1016/j.ecresq.2025.12.001","DOIUrl":"10.1016/j.ecresq.2025.12.001","url":null,"abstract":"<div><div>Early childhood represents a critical period for social and behavioral development, during which parental caregiving decisions significantly influence developmental outcomes. Home-rearing environment with low parental interaction has been associated with increased risks of low social competence and heightened behavioral difficulties; however, the strength and nature of these associations remain underexamined in the Nepalese context. This cross-sectional study investigated the relationship between the quality of the home-rearing environment and children’s social competence and behavioral difficulties among 256 Nepalese children aged 2 to 6 years. Data were collected through parent and teacher completed questionnaires and analyzed using Fisher’s exact test and multivariable logistic regression. The findings indicated that a nurturing home environment characterized by quality family time, non-harsh disciplinary approaches, and access to social support was significantly associated with enhanced social competence and fewer behavioral difficulties. These results emphasize the importance of positive home-rearing practices in early childhood and offer valuable evidence to inform childcare strategies and public health policies in Nepal.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"75 ","pages":"Pages 46-59"},"PeriodicalIF":3.1,"publicationDate":"2025-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145732804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-03DOI: 10.1016/j.ecresq.2025.11.003
M. Constanza Ayala , María Francisca Morales , Carolina Álvarez , María Inés Susperreguy , Lucas Galanakis , Pamela Davis-Kean
Parental educational attainment is an important predictor of children’s mathematical trajectories. However, the mechanisms explaining the association between parents’ educational attainment and indicators of mathematical skills remain underexplored. In this study, we analyzed the roles of parental educational expectations and four dimensions of the home environment—absence of negative discipline, warmth/responsiveness, learning materials, and learning experiences—to understand the association between parental educational attainment and children’s mathematical skills (applied problems, calculation, and mathematical fluency). We used two waves of data from a representative cohort of Chilean children (Encuesta Longitudinal Primera Infancia; ELPI), measured first at ages two to three (2012) and followed up five years later (2017). The analytical sample comprised 2042 children (48 % girls; 13 % Indigenous) and their parents (95 % mothers). Structural equation models (SEM) showed that parental educational attainment predicted parental educational expectations, which in turn predicted the home environment. Availability of learning materials predicted children’s mathematical fluency, while learning experiences predicted children’s applied problems and mathematical fluency, although with small effect sizes. Our findings enhance our understanding of how parental educational attainment relates to children’s mathematical skills through the expectations and behaviors of parents in the home environment.
父母受教育程度是儿童数学发展轨迹的重要预测因子。然而，解释父母受教育程度与数学技能指标之间关系的机制仍未得到充分探讨。在本研究中，我们分析了父母教育期望和家庭环境的四个维度——缺乏负性纪律、温暖/反应性、学习材料和学习经验——以了解父母教育程度与儿童数学技能（应用问题、计算和数学流畅性）之间的关系。我们使用了来自智利儿童代表性队列（Encuesta Longitudinal Primera Infancia； ELPI）的两波数据，首先在2至3岁（2012年）进行测量，并在5年后（2017年）进行随访。分析样本包括2042名儿童（48%为女孩，13%为土著）及其父母（95%为母亲）。结构方程模型表明，父母受教育程度可以预测父母的教育期望，而父母的教育期望又可以预测家庭环境。学习材料的可得性预测儿童的数学流畅性，而学习经验预测儿童的应用问题和数学流畅性，尽管效应量较小。我们的研究结果增强了我们对父母的教育程度如何通过父母在家庭环境中的期望和行为与孩子的数学技能相关联的理解。
{"title":"Parental educational attainment and children’s mathematical skills: The role of parental expectations and the home environment","authors":"M. Constanza Ayala , María Francisca Morales , Carolina Álvarez , María Inés Susperreguy , Lucas Galanakis , Pamela Davis-Kean","doi":"10.1016/j.ecresq.2025.11.003","DOIUrl":"10.1016/j.ecresq.2025.11.003","url":null,"abstract":"<div><div>Parental educational attainment is an important predictor of children’s mathematical trajectories. However, the mechanisms explaining the association between parents’ educational attainment and indicators of mathematical skills remain underexplored. In this study, we analyzed the roles of parental educational expectations and four dimensions of the home environment—absence of negative discipline, warmth/responsiveness, learning materials, and learning experiences—to understand the association between parental educational attainment and children’s mathematical skills (applied problems, calculation, and mathematical fluency). We used two waves of data from a representative cohort of Chilean children (<em>Encuesta Longitudinal Primera Infancia; ELPI</em>), measured first at ages two to three (2012) and followed up five years later (2017). The analytical sample comprised 2042 children (48 % girls; 13 % Indigenous) and their parents (95 % mothers). Structural equation models (SEM) showed that parental educational attainment predicted parental educational expectations, which in turn predicted the home environment. Availability of learning materials predicted children’s mathematical fluency, while learning experiences predicted children’s applied problems and mathematical fluency, although with small effect sizes. Our findings enhance our understanding of how parental educational attainment relates to children’s mathematical skills through the expectations and behaviors of parents in the home environment.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"75 ","pages":"Pages 26-36"},"PeriodicalIF":3.1,"publicationDate":"2025-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145657252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-03DOI: 10.1016/j.ecresq.2025.11.002
Kathleen Hipfner-Boucher , Meng-Hsun Lee , Sheila Cira Chung , S. Hélène Deacon , Xi Chen
Before children learn to read, they develop an understanding of how books, words, and letters work, also known as concepts about print. This is an established correlate of word reading skills. A key remaining question is whether concepts about print predict word reading among learners schooled in a language other than the home language. In this longitudinal study with 95 emerging bilingual children followed from kindergarten to Grade 1, we tested whether concepts about print assessed in kindergarten in English (the home language) predicted word reading concurrently and/or longitudinally in English and French (the language of instruction in school) after controlling for nonverbal reasoning, parental education level, receptive vocabulary, and phonological awareness. We found that kindergarten English concepts about print contributed to significant variance in English and French word reading both concurrently and longitudinally. These results suggest that concepts about print acquired in the home language may enable word reading skills in the language of school instruction among emerging bilingual readers. They align with the emergent literacy perspective that conceptualizes early literacy skills as foundational to the acquisition of conventional forms of literacy, including literacy acquired in an additional language.
{"title":"Where do I begin to read? Concepts about print support early L1 and L2 word reading in emerging bilingual readers","authors":"Kathleen Hipfner-Boucher , Meng-Hsun Lee , Sheila Cira Chung , S. Hélène Deacon , Xi Chen","doi":"10.1016/j.ecresq.2025.11.002","DOIUrl":"10.1016/j.ecresq.2025.11.002","url":null,"abstract":"<div><div>Before children learn to read, they develop an understanding of how books, words, and letters work, also known as concepts about print. This is an established correlate of word reading skills. A key remaining question is whether concepts about print predict word reading among learners schooled in a language other than the home language. In this longitudinal study with 95 emerging bilingual children followed from kindergarten to Grade 1, we tested whether concepts about print assessed in kindergarten in English (the home language) predicted word reading concurrently and/or longitudinally in English and French (the language of instruction in school) after controlling for nonverbal reasoning, parental education level, receptive vocabulary, and phonological awareness. We found that kindergarten English concepts about print contributed to significant variance in English and French word reading both concurrently and longitudinally. These results suggest that concepts about print acquired in the home language may enable word reading skills in the language of school instruction among emerging bilingual readers. They align with the emergent literacy perspective that conceptualizes early literacy skills as foundational to the acquisition of conventional forms of literacy, including literacy acquired in an additional language.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"75 ","pages":"Pages 37-45"},"PeriodicalIF":3.1,"publicationDate":"2025-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145689504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-12DOI: 10.1016/j.ecresq.2025.10.010
Arya Ansari , Natalie Koziol , Meghan McCormick , Kelly Purtell , Tzu-Jung Lin , Mary Bratsch-Hines , Laura Kuhn , Amanda Witte , Ximena Franco-Jenkins , The Early Learning Network Key Investigators
{"title":"Corrigendum to “Associations between school characteristics and learning gains for pre-K attenders and non-attenders: Important constructs, limited evidence” [Early Childhood Research Quarterly 72 (2025) 182-194]","authors":"Arya Ansari , Natalie Koziol , Meghan McCormick , Kelly Purtell , Tzu-Jung Lin , Mary Bratsch-Hines , Laura Kuhn , Amanda Witte , Ximena Franco-Jenkins , The Early Learning Network Key Investigators","doi":"10.1016/j.ecresq.2025.10.010","DOIUrl":"10.1016/j.ecresq.2025.10.010","url":null,"abstract":"","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"75 ","pages":"Page 25"},"PeriodicalIF":3.1,"publicationDate":"2025-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-11DOI: 10.1016/j.ecresq.2025.10.011
Laura Diprossimo, Kate Cain
The current study investigated whether caregivers adapt their communication to their child’s individual lexical knowledge (fine-tuning) and whether such modulations facilitate children’s word learning during shared book reading. It also examined the influence of book format (print vs. digital) on caregivers’ communicative behaviours. English-speaking dyads (N = 78; Child Mage = 57.74 months) were videorecorded during shared reading sessions with a print and a digital storybook. Caregivers’ use of verbal and gestural scaffolds in relation to target words embedded in the storybooks was coded offline. Before the session, caregivers completed a vocabulary checklist to assess their child’s knowledge of the target words. After the session, children’s word learning was assessed using picture naming, definition, and comprehension tasks. Generalized Linear Mixed Models indicated that caregivers adjusted their verbal, but not gestural, scaffolds to their child’s reported lexical knowledge. This verbal fine-tuning predicted children’s word learning, as assessed through a definition task. Overall, caregivers provided significantly fewer scaffolds in the digital compared to the print format. Theoretical and practical implications of these findings are discussed in light of contemporary literacy practices.
{"title":"Caregivers fine-tune their speech to support children’s word learning during shared book reading","authors":"Laura Diprossimo, Kate Cain","doi":"10.1016/j.ecresq.2025.10.011","DOIUrl":"10.1016/j.ecresq.2025.10.011","url":null,"abstract":"<div><div>The current study investigated whether caregivers adapt their communication to their child’s individual lexical knowledge (fine-tuning) and whether such modulations facilitate children’s word learning during shared book reading. It also examined the influence of book format (print vs. digital) on caregivers’ communicative behaviours. English-speaking dyads (<em>N</em> = 78; Child <em>M</em><sub>age</sub> = 57.74 months) were videorecorded during shared reading sessions with a print and a digital storybook. Caregivers’ use of verbal and gestural scaffolds in relation to target words embedded in the storybooks was coded offline. Before the session, caregivers completed a vocabulary checklist to assess their child’s knowledge of the target words. After the session, children’s word learning was assessed using picture naming, definition, and comprehension tasks. Generalized Linear Mixed Models indicated that caregivers adjusted their verbal, but not gestural, scaffolds to their child’s reported lexical knowledge. This verbal fine-tuning predicted children’s word learning, as assessed through a definition task. Overall, caregivers provided significantly fewer scaffolds in the digital compared to the print format. Theoretical and practical implications of these findings are discussed in light of contemporary literacy practices.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"75 ","pages":"Pages 14-24"},"PeriodicalIF":3.1,"publicationDate":"2025-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145492414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-07DOI: 10.1016/j.ecresq.2025.11.001
Han Yuan , Tijs Kleemans , Eliane Segers
This study examined the stability and change in the home learning environment and its longitudinal relationships with children’s literacy and mathematics achievements in mainland China. In addition, we explored the cross-domain relations of the home literacy environment and early mathematics. One hundred and twenty-nine kindergarten children were assessed on early literacy (syllable/tone awareness and Pinyin knowledge) and mathematics skills in kindergarten 2 (K2) and 3 (K3), and their parents completed a questionnaire on the home learning environment in K2 and K3. Results showed a significant correlation between the home learning environment from K2 and K3, indicating stability. There was an increase in Chinese writing/speaking activities, digital home literacy activities, traditional home numeracy activities, and parental expectations. In contrast, there were no increases in informal home literacy activities and digital home numeracy activities. Chinese writing activities in K2 and K3 predicted children’s Pinyin knowledge in K3. Parental numeracy expectations predicted early mathematics skills in K3. Finally, a cross-predictive role of Chinese writing activities in basic arithmetic skills was shown. These findings contribute to the research by indicating that home activities focusing on the codes of written language are more beneficial for literacy development than activities centered on speaking for Chinese children. Exposure to writing experience could also enable a promotion in early mathematics. Furthermore, parental numeracy expectations were a unique predictor of early mathematics skills. Our findings provide support that the home learning environment is related to children’s early academic skills and suggest that this relationship is shaped by cultural context.
{"title":"Home literacy and numeracy precursors of Chinese kindergarteners’ early literacy and mathematics achievements","authors":"Han Yuan , Tijs Kleemans , Eliane Segers","doi":"10.1016/j.ecresq.2025.11.001","DOIUrl":"10.1016/j.ecresq.2025.11.001","url":null,"abstract":"<div><div>This study examined the stability and change in the home learning environment and its longitudinal relationships with children’s literacy and mathematics achievements in mainland China. In addition, we explored the cross-domain relations of the home literacy environment and early mathematics. One hundred and twenty-nine kindergarten children were assessed on early literacy (syllable/tone awareness and Pinyin knowledge) and mathematics skills in kindergarten 2 (K2) and 3 (K3), and their parents completed a questionnaire on the home learning environment in K2 and K3. Results showed a significant correlation between the home learning environment from K2 and K3, indicating stability. There was an increase in Chinese writing/speaking activities, digital home literacy activities, traditional home numeracy activities, and parental expectations. In contrast, there were no increases in informal home literacy activities and digital home numeracy activities. Chinese writing activities in K2 and K3 predicted children’s Pinyin knowledge in K3. Parental numeracy expectations predicted early mathematics skills in K3. Finally, a cross-predictive role of Chinese writing activities in basic arithmetic skills was shown. These findings contribute to the research by indicating that home activities focusing on the codes of written language are more beneficial for literacy development than activities centered on speaking for Chinese children. Exposure to writing experience could also enable a promotion in early mathematics. Furthermore, parental numeracy expectations were a unique predictor of early mathematics skills. Our findings provide support that the home learning environment is related to children’s early academic skills and suggest that this relationship is shaped by cultural context.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"75 ","pages":"Pages 1-13"},"PeriodicalIF":3.1,"publicationDate":"2025-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145448683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-04DOI: 10.1016/j.ecresq.2025.10.009
XinRan Zheng , Qian Zhang
Although prior studies assessed the associations of prosocial behavior with peer acceptance and rejection, the results are controversial. In this study, we aim to quantify the associations of prosocial behavior with peer acceptance and rejection, and to examine the potential moderating effects. A total of 72 eligible studies (155 effect sizes, 47,921 samples, Mage = 9.69, SD = 3.37) were included in the three-level meta-analysis. First, the pooled effect sizes (r) were calculated with random-effects model. Then, moderation analyses were conducted for categorical variables (i.e., reporters of peer relations, reporters of prosocial behavior) and continuous variables (i.e., age, sex, cultural dimensions). Results revealed that prosocial behavior was positively associated with peer acceptance (r = 0.395, 95 % CI [0.327, 0.449], p < 0.001) and negatively associated with peer rejection (r = -0.288, 95 % CI [-0.345, -0.230], p < 0.001). Reporters of peer relations moderated both associations of prosocial behavior with peer acceptance and peer rejection, whereas reporters of prosocial behavior exclusively moderated the association between prosocial behavior and peer acceptance. Age only moderated the relationship between prosocial behavior and peer rejection. Among all cultural dimensions, the index of power distance and indulgence moderated both the associations of prosocial behavior with peer acceptance and rejection, whilst the index of long-term orientation moderated the association between prosocial behavior and peer rejection. These findings indicate that cultivation of prosocial behavior may increase peer acceptance and decrease peer rejection. Moderators such as reporters, age and cultural dimensions should be included to evaluate the associations of prosocial behavior with peer acceptance and rejection.
虽然先前的研究评估了亲社会行为与同伴接受和拒绝的关系，但结果是有争议的。在本研究中，我们旨在量化亲社会行为与同伴接受和拒绝的关系，并研究潜在的调节作用。三水平meta分析共纳入72项符合条件的研究（155个效应量，47,921个样本，Mage = 9.69, SD = 3.37）。首先，采用随机效应模型计算合并效应大小(r)。然后，对分类变量（同伴关系报告者、亲社会行为报告者）和连续变量（年龄、性别、文化维度）进行适度分析。结果表明，亲社会行为与同伴接纳呈正相关（r = 0.395, 95% CI [0.327, 0.449], p < 0.001），与同伴排斥呈负相关（r = -0.288, 95% CI [-0.345, -0.230], p < 0.001）。同伴关系报告者调节了亲社会行为与同伴接受和同伴拒绝的关系，而亲社会行为报告者只调节了亲社会行为与同伴接受的关系。年龄仅调节亲社会行为与同伴排斥之间的关系。在所有文化维度中，权力距离指数和放纵指数都调节了亲社会行为与同伴接受和拒绝的关系，而长期取向指数调节了亲社会行为与同伴拒绝的关系。这些结果表明，亲社会行为的培养可以提高同伴接受度，减少同伴拒绝度。在评估亲社会行为与同伴接受和拒绝之间的关系时，应考虑记者、年龄和文化等调节因素。
{"title":"Associations of prosocial behavior with peer acceptance and rejection: a three-level meta-analysis","authors":"XinRan Zheng , Qian Zhang","doi":"10.1016/j.ecresq.2025.10.009","DOIUrl":"10.1016/j.ecresq.2025.10.009","url":null,"abstract":"<div><div>Although prior studies assessed the associations of prosocial behavior with peer acceptance and rejection, the results are controversial. In this study, we aim to quantify the associations of prosocial behavior with peer acceptance and rejection, and to examine the potential moderating effects. A total of 72 eligible studies (155 effect sizes, 47,921 samples, <em>M</em><sub>age</sub> = 9.69, <em>SD</em> = 3.37) were included in the three-level meta-analysis. First, the pooled effect sizes (<em>r</em>) were calculated with random-effects model. Then, moderation analyses were conducted for categorical variables (i.e., reporters of peer relations, reporters of prosocial behavior) and continuous variables (i.e., age, sex, cultural dimensions). Results revealed that prosocial behavior was positively associated with peer acceptance (<em>r</em> = 0.395, 95 % CI [0.327, 0.449], <em>p</em> < 0.001) and negatively associated with peer rejection (<em>r</em> = -0.288, 95 % CI [-0.345, -0.230], <em>p</em> < 0.001). Reporters of peer relations moderated both associations of prosocial behavior with peer acceptance and peer rejection, whereas reporters of prosocial behavior exclusively moderated the association between prosocial behavior and peer acceptance. Age only moderated the relationship between prosocial behavior and peer rejection. Among all cultural dimensions, the index of power distance and indulgence moderated both the associations of prosocial behavior with peer acceptance and rejection, whilst the index of long-term orientation moderated the association between prosocial behavior and peer rejection. These findings indicate that cultivation of prosocial behavior may increase peer acceptance and decrease peer rejection. Moderators such as reporters, age and cultural dimensions should be included to evaluate the associations of prosocial behavior with peer acceptance and rejection.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 300-309"},"PeriodicalIF":3.1,"publicationDate":"2025-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145441936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-04DOI: 10.1016/j.ecresq.2025.10.008
Diarmuid Verrier , Christopher J. Brown
Research suggests that ‘babywearing’ (the use of slings, wraps, and carriers) can have beneficial effects on the quality of parent-child attachment, maternal well-being, paternal responsiveness, breastfeeding behaviour, child mood, and child sleeping patterns. Recently, there has been a growth in the popularity of babywearing, but reports suggest there are significant challenges in engaging and maintaining the practice. This research used qualitative methods and concepts from behavioural science (the Theoretical Domains Framework and the COM-B model) to investigate the psychological, social, cultural, economic, and logistic factors that mothers perceive as barriers and enablers in relation to babywearing. Seventeen mothers with experience of babywearing were interviewed. They reported both positive and negative aspects of babywearing, and many factors that made babywearing easier or more difficult. Notable issues including access to babywearing equipment, access to training and support, difficulty/ease of use, convenience/empowerment relative to other baby transport solutions, physical capacity, and social pressure/support. The findings provide a rich social, motivational, and behavioural description of the factors that influence people’s decision to babywear and suggest several approaches that baby-wearing advocates could use to support their work.
{"title":"Understanding the barriers and enablers of babywearing using the COM-B model and the theoretical domains framework","authors":"Diarmuid Verrier , Christopher J. Brown","doi":"10.1016/j.ecresq.2025.10.008","DOIUrl":"10.1016/j.ecresq.2025.10.008","url":null,"abstract":"<div><div>Research suggests that ‘babywearing’ (the use of slings, wraps, and carriers) can have beneficial effects on the quality of parent-child attachment, maternal well-being, paternal responsiveness, breastfeeding behaviour, child mood, and child sleeping patterns. Recently, there has been a growth in the popularity of babywearing, but reports suggest there are significant challenges in engaging and maintaining the practice. This research used qualitative methods and concepts from behavioural science (the Theoretical Domains Framework and the COM-B model) to investigate the psychological, social, cultural, economic, and logistic factors that mothers perceive as barriers and enablers in relation to babywearing. Seventeen mothers with experience of babywearing were interviewed. They reported both positive and negative aspects of babywearing, and many factors that made babywearing easier or more difficult. Notable issues including access to babywearing equipment, access to training and support, difficulty/ease of use, convenience/empowerment relative to other baby transport solutions, physical capacity, and social pressure/support. The findings provide a rich social, motivational, and behavioural description of the factors that influence people’s decision to babywear and suggest several approaches that baby-wearing advocates could use to support their work.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 288-299"},"PeriodicalIF":3.1,"publicationDate":"2025-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145434954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-03DOI: 10.1016/j.ecresq.2025.10.007
Janne Lepola, Anu Kajamies, Mikko Tiilikainen, Tiia Lindfors
This study examined the development of teacher–child conversations in the context of a three-year-long professional development on dialogic reading. Five early education teachers and their story groups, comprising three to six five-year-old Finnish-speaking children from three different cohorts, participated in the study. Thirty reading aloud sessions, 10 from each cohort, were video-recorded in the fall and spring semesters. The dynamics of teacher–child conversations were analyzed using the initiation–response–follow-up framework. We explored the development of teachers’ initiations and follow-ups, and the within-cohort changes in children’s responses. Sequential relationships between teachers’ initiations and follow-ups and the different types of children’s responses, as well as conversational lengths, were examined. The results showed an upward trend in the number of teachers’ initiations and follow-ups during each cohort period. Children’s literal responses were the most prevalent. Positive within-cohort improvement was found in children’s inferential responses, along with a small but meaningful dose of creative type of talk. Sequential analysis showed that teachers’ closed questions strongly determined children’s literal responses, and the probability of children’s inferential responses to teachers’ open-ended questions increased. Lengthier conversations were linked to teachers’ open-ended questions and the use of explorative questions. We discuss the theoretical and practical underpinnings of teacher change in relation to dialogic reading practices.
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The Denver Preschool Program (DPP) aims to increase children’s access to high-quality preschools by providing a scaled tuition credit to all families of 4-year-olds in Denver and a target number of 3-year-olds to attend a preschool of their choosing. This study examined end of 5th grade outcomes for DPP participants and explored associations between DPP participation and suspension, retention, chronic absence, and English language learner (ELL) redesignation outcomes. We received data from the Denver Public School district from the 2009–10 academic year through the 2017–18 academic year, resulting in our ability to follow four cohorts of DPP participants and non-participating peers from kindergarten through fifth grade. To enhance comparability between DPP participants and non-participants, we used generalized boosted models to generate propensity weights. We then used the propensity weights in Poisson and logistic regression models to estimate the relationship between DPP participation and student outcomes. DPP participation was unrelated to suspensions, but DPP participants were less likely than non-participants to have ever been chronically absent and to have been retained by fifth grade. DPP participants who started kindergarten needing English language supports were also more likely than their non-DPP ELL peers to be redesignated as no longer needing ELL services by the end of fifth grade. Moderate program effect sizes ranging from 0.121 to 0.177 were observed. Our study adds to the growing body of literature that finds preschool participation can have enduring associations beyond the early elementary grades.
{"title":"Associations between a preschool tuition credit and children’s school success outcomes: Moving beyond test scores","authors":"Vi-Nhuan Le , Diana Schaack , Cristal Cisneros , Brooks Rosenquist , Jolene Gregory","doi":"10.1016/j.ecresq.2025.10.005","DOIUrl":"10.1016/j.ecresq.2025.10.005","url":null,"abstract":"<div><div>The Denver Preschool Program (DPP) aims to increase children’s access to high-quality preschools by providing a scaled tuition credit to all families of 4-year-olds in Denver and a target number of 3-year-olds to attend a preschool of their choosing. This study examined end of 5th grade outcomes for DPP participants and explored associations between DPP participation and suspension, retention, chronic absence, and English language learner (ELL) redesignation outcomes. We received data from the Denver Public School district from the 2009–10 academic year through the 2017–18 academic year, resulting in our ability to follow four cohorts of DPP participants and non-participating peers from kindergarten through fifth grade. To enhance comparability between DPP participants and non-participants, we used generalized boosted models to generate propensity weights. We then used the propensity weights in Poisson and logistic regression models to estimate the relationship between DPP participation and student outcomes. DPP participation was unrelated to suspensions, but DPP participants were less likely than non-participants to have ever been chronically absent and to have been retained by fifth grade. DPP participants who started kindergarten needing English language supports were also more likely than their non-DPP ELL peers to be redesignated as no longer needing ELL services by the end of fifth grade. Moderate program effect sizes ranging from 0.121 to 0.177 were observed. Our study adds to the growing body of literature that finds preschool participation can have enduring associations beyond the early elementary grades.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 266-274"},"PeriodicalIF":3.1,"publicationDate":"2025-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145397730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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