Early Childhood Research Quarterly最新文献_第4页

Concordance between direct assessment and adult report in assessing learning and developmental competencies of young children: A systematic review and meta-analysis 幼儿学习与发展能力评估中直接评估与成人报告的一致性：系统回顾与荟萃分析

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-10-24 DOI: 10.1016/j.ecresq.2025.10.006

Zeyi Li , Nirmala Rao , Jing Gong

A systematic review and meta-analysis examined the overall concordance between the results of direct assessment and adult report in assessing 2- to 5-year-olds’ learning and developmental competencies, and the possible moderators of the relation. The review included 48 studies published between 2000 and 2021, conducted in 21 different countries and regions, with 81 % of the participants from high-income contexts. More studies used both direct assessment and adult report to measure early learning after 2010 compared to before. These studies varied in terms of the respondents of the adult report, the age of the participants, the developmental domains assessed, the measurement tools, and the analytical methods used. The meta-analysis included 43 of these studies and 103 effect sizes. Analysis from the correlated and hierarchical effects model revealed a moderate correlation (r = .45, 95 % CI [.39, .50]) between direct assessment and adult report. Moderator analyses suggested that correlations between adult report and direct assessment were higher for younger children than for older children, and for the Literacy and Math domains than for other domains. Furthermore, child age and domains showed interactive effects on the concordance when assessing Language and Communication as well as Literacy. When controlling for child age, parent report showed a higher correlation with direct assessment in assessing Language and Communication than teacher report. However, there were no significant differences between parent report and teacher report in their correlations with direct assessment for the other developmental domains. Implications of the findings for research and practice are provided.

通过系统回顾和荟萃分析，探讨了2 ~ 5岁儿童学习和发展能力评估中直接评估结果与成人报告结果的总体一致性，以及两者之间关系的可能调节因素。该综述包括2000年至2021年间发表的48项研究，这些研究在21个不同的国家和地区进行，81%的参与者来自高收入环境。与之前相比，更多的研究使用直接评估和成人报告来衡量2010年后的早期学习。这些研究在成人报告的受访者、参与者的年龄、评估的发展领域、测量工具和使用的分析方法方面各不相同。荟萃分析包括43项研究和103个效应量。相关和层次效应模型分析显示，两者之间存在中等相关性（r = 0.45, 95% CI）。39岁。[50])。调节分析表明，成人报告与直接评估之间的相关性在年龄较小的儿童中高于年龄较大的儿童，在识字和数学领域高于其他领域。此外，在评估语言和沟通以及读写能力时，儿童年龄和领域对一致性表现出交互影响。在控制儿童年龄的情况下，家长报告与直接评价的相关性高于教师报告。然而，家长报告和教师报告与其他发展领域直接评估的相关性没有显著差异。研究结果对研究和实践的启示。

{"title":"Concordance between direct assessment and adult report in assessing learning and developmental competencies of young children: A systematic review and meta-analysis","authors":"Zeyi Li , Nirmala Rao , Jing Gong","doi":"10.1016/j.ecresq.2025.10.006","DOIUrl":"10.1016/j.ecresq.2025.10.006","url":null,"abstract":"<div><div>A systematic review and meta-analysis examined the overall concordance between the results of direct assessment and adult report in assessing 2- to 5-year-olds’ learning and developmental competencies, and the possible moderators of the relation. The review included 48 studies published between 2000 and 2021, conducted in 21 different countries and regions, with 81 % of the participants from high-income contexts. More studies used both direct assessment and adult report to measure early learning after 2010 compared to before. These studies varied in terms of the respondents of the adult report, the age of the participants, the developmental domains assessed, the measurement tools, and the analytical methods used. The meta-analysis included 43 of these studies and 103 effect sizes. Analysis from the correlated and hierarchical effects model revealed a moderate correlation (<em>r</em> = .45, 95 % CI [.39, .50]) between direct assessment and adult report. Moderator analyses suggested that correlations between adult report and direct assessment were higher for younger children than for older children, and for the Literacy and Math domains than for other domains. Furthermore, child age and domains showed interactive effects on the concordance when assessing Language and Communication as well as Literacy. When controlling for child age, parent report showed a higher correlation with direct assessment in assessing Language and Communication than teacher report. However, there were no significant differences between parent report and teacher report in their correlations with direct assessment for the other developmental domains. Implications of the findings for research and practice are provided.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 253-265"},"PeriodicalIF":3.1,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145362092","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

Preschool dosage, outcomes, and mechanisms: Why are two years better than one? 学龄前剂量，结果和机制：为什么两年比一年好？

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-10-23 DOI: 10.1016/j.ecresq.2025.10.004

Meghan E. McDoniel , Catie Connolly , Lily Steyer , Jelena Obradović

Given recent expansions in preschool programs provided by school districts, there is a need to understand the association between preschool dosage (i.e., the number of years children attend preschool) and school readiness, and to identify factors that mediate these associations in order to maximize the efficacy of preschool for public school students. The current study examined the estimated effects of preschool dosage (one year vs. two years) on school readiness in the San Francisco Unified School District’s targeted preschool programs. Children who attended preschool for one year or two years were matched on race/ethnicity, sex, home language status, IEP status, subsidy status, and age (N = 2,368; Asian/PI=28%; Black=16%; White=14.0%; Latinx=30%; female=48 %; M_age=4.38). Path analyses tested two mediators: fall skills and attendance in the final year of preschool. Relative to one year, children with two years of preschool had higher cognitive, social-emotional, and literacy skills by the end of preschool. Fall skills and attendance during the final year of preschool mediated the estimated effects of preschool dosage on children’s skills at the end of preschool, with literacy being the most robust mediator among fall skills. Sensitivity analyses found these effects carried over to children’s total score on a school readiness screener administered at kindergarten entry.

鉴于最近学区提供的学前教育项目的扩展，有必要了解学前教育剂量（即儿童参加学前教育的年数）与入学准备之间的关系，并确定调解这些关系的因素，以便最大限度地提高公立学校学生的学前教育效率。目前的研究调查了在旧金山联合学区的目标学前教育项目中，学龄前剂量（一年vs两年）对入学准备的估计影响。在学前班就读一年或两年的儿童按种族/民族、性别、家庭语言状况、IEP状况、补贴状况和年龄进行匹配（N = 2368；亚洲/PI=28%；黑人=16%；白人=14.0%；拉丁裔=30%；女性= 48%;Mage=4.38）。路径分析测试了两个中介：跌倒技能和学龄前最后一年的出勤率。相对于一年，两年学前班的孩子在学前班结束时具有更高的认知、社会情感和读写技能。学龄前最后一年的跌倒技能和出勤率介导了学龄前剂量对学龄前结束时儿童技能的估计影响，其中识字是跌倒技能中最有效的中介。敏感性分析发现，在幼儿园入学时进行的入学准备筛查中，这些影响会延续到孩子的总分上。

{"title":"Preschool dosage, outcomes, and mechanisms: Why are two years better than one?","authors":"Meghan E. McDoniel , Catie Connolly , Lily Steyer , Jelena Obradović","doi":"10.1016/j.ecresq.2025.10.004","DOIUrl":"10.1016/j.ecresq.2025.10.004","url":null,"abstract":"<div><div>Given recent expansions in preschool programs provided by school districts, there is a need to understand the association between preschool dosage (i.e., the number of years children attend preschool) and school readiness, and to identify factors that mediate these associations in order to maximize the efficacy of preschool for public school students. The current study examined the estimated effects of preschool dosage (one year vs. two years) on school readiness in the San Francisco Unified School District’s targeted preschool programs. Children who attended preschool for one year or two years were matched on race/ethnicity, sex, home language status, IEP status, subsidy status, and age (<em>N</em> = 2,368; Asian/PI=28%; Black=16%; White=14.0%; Latinx=30%; female=48 %; <em>M<sub>age</sub>=</em>4.38). Path analyses tested two mediators: fall skills and attendance in the final year of preschool. Relative to one year, children with two years of preschool had higher cognitive, social-emotional, and literacy skills by the end of preschool. Fall skills and attendance during the final year of preschool mediated the estimated effects of preschool dosage on children’s skills at the end of preschool, with literacy being the most robust mediator among fall skills. Sensitivity analyses found these effects carried over to children’s total score on a school readiness screener administered at kindergarten entry.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 242-252"},"PeriodicalIF":3.1,"publicationDate":"2025-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145362091","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

Supporting teachers to enact science talk in early elementary classrooms: The role of professional learning and curriculum 支持教师在小学早期课堂进行科学讲座：专业学习与课程的作用

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-10-17 DOI: 10.1016/j.ecresq.2025.09.005

Tanya S. Wright , Amelia Wenk Gotwals , Arianna Pikus

Current science standards suggest that, starting in kindergarten, science instruction should focus on providing opportunities for students to make sense of the world around them. In early elementary classrooms, this type of sensemaking necessitates the use of talk to allow children to explain what they are figuring out. Facilitating high-quality science talk is new and challenging for elementary teachers. In this study, we engaged in design-based research to explore the role of professional learning and educative curriculum materials in supporting teachers to enact high-quality science talk. We found that having aligned curriculum and professional learning focused on science talk better supported teachers than professional learning alone. This work has implications for designing systems of support to shift instructional practices.

目前的科学标准表明，从幼儿园开始，科学教学应该侧重于为学生提供理解周围世界的机会。在早期的小学课堂上，这种类型的意义建构需要使用谈话来让孩子们解释他们正在弄明白的东西。促进高质量的科学讲座对小学教师来说是一个新的挑战。本研究以设计为基础，探讨专业学习与教育性课程教材对教师进行高质量科学讲座的作用。我们发现，将课程和专业学习集中在科学演讲上，比单独的专业学习更能支持教师。这项工作对设计支持转变教学实践的系统具有启示意义。

引用次数: 0

Young children’s moral judgments of lying in the digital era: Evaluating privacy lies in online and offline interactions 数字时代幼儿对说谎的道德判断：评估隐私在于线上线下的互动

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-10-13 DOI: 10.1016/j.ecresq.2025.10.003

Su Kee Tan , Xiao Pan Ding , Angela D. Evans

With growing internet exposure among children, online privacy risks have become a major concern. Previous studies have suggested that children show a limited awareness of privacy risks in online settings (e.g., interactions on social media platforms) as compared to offline settings (e.g., face-to-face interactions). While lying is typically viewed negatively, the use of privacy lies can safeguard personal information and ensure personal safety. The current study aimed to examine children’s moral judgment of privacy lies in online and offline settings. Two studies were conducted to investigate six- to eight-year-old children’s moral judgments of privacy-protective strategies (i.e., lie-telling, withholding, and truth-telling) in online and offline settings. Children were presented with a series of hypothetical dilemmas and evaluated the acceptability of using the privacy-protective strategies. The results showed that children viewed privacy lies and withholding as acceptable when disclosing personal information to strangers, with no significant difference between online and offline contexts (Study 1). Age differences emerged when confronted with the requests for personal information from friends (Study 2). Only eight-year-olds evaluated privacy lies as more acceptable and preferred offline truth-telling over online. These findings offer new insights to children’s moral judgments of lying and understanding of privacy risks.

随着儿童越来越多地接触互联网，网络隐私风险已成为一个主要问题。先前的研究表明，与离线环境（例如面对面的互动）相比，儿童在在线环境（例如在社交媒体平台上的互动）中对隐私风险的意识有限。虽然撒谎通常被视为负面的，但使用隐私谎言可以保护个人信息，确保人身安全。目前的研究旨在调查儿童在网络和线下环境下对隐私的道德判断。两项研究调查了6 - 8岁儿童在网络和线下环境下对隐私保护策略（即说谎、隐瞒和说实话）的道德判断。孩子们被提出了一系列的假设困境，并评估使用隐私保护策略的可接受性。结果显示，儿童在向陌生人披露个人信息时，认为隐私谎言和隐瞒是可以接受的，在线上和线下情境中没有显著差异（研究1）。当面对来自朋友的个人信息请求时，年龄差异出现了（研究2）。只有8岁的孩子认为隐私谎言更容易被接受，他们更喜欢线下的真相，而不是网上的。这些发现为儿童对撒谎的道德判断和对隐私风险的理解提供了新的见解。

{"title":"Young children’s moral judgments of lying in the digital era: Evaluating privacy lies in online and offline interactions","authors":"Su Kee Tan , Xiao Pan Ding , Angela D. Evans","doi":"10.1016/j.ecresq.2025.10.003","DOIUrl":"10.1016/j.ecresq.2025.10.003","url":null,"abstract":"<div><div>With growing internet exposure among children, online privacy risks have become a major concern. Previous studies have suggested that children show a limited awareness of privacy risks in online settings (e.g., interactions on social media platforms) as compared to offline settings (e.g., face-to-face interactions). While lying is typically viewed negatively, the use of privacy lies can safeguard personal information and ensure personal safety. The current study aimed to examine children’s moral judgment of privacy lies in online and offline settings. Two studies were conducted to investigate six- to eight-year-old children’s moral judgments of privacy-protective strategies (i.e., lie-telling, withholding, and truth-telling) in online and offline settings. Children were presented with a series of hypothetical dilemmas and evaluated the acceptability of using the privacy-protective strategies. The results showed that children viewed privacy lies and withholding as acceptable when disclosing personal information to strangers, with no significant difference between online and offline contexts (Study 1). Age differences emerged when confronted with the requests for personal information from friends (Study 2). Only eight-year-olds evaluated privacy lies as more acceptable and preferred offline truth-telling over online. These findings offer new insights to children’s moral judgments of lying and understanding of privacy risks.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 221-231"},"PeriodicalIF":3.1,"publicationDate":"2025-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145314871","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

How are Difficulty Types Related to the Allocation of Special Needs Assistance in Early Childhood Education and Care 在幼儿教育及照顾方面，困难类型与特殊需要援助的分配有何关系

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-10-11 DOI: 10.1016/j.ecresq.2025.10.002

Louie Lei Wang , Monica Melby-Lervåg , Ratib Lekhal , Mari Vaage Wang

Early intervention for children with difficulties is crucial for their academic and life outcomes. However, we know little about how special needs assistance (SNA) is allocated to early childhood education and care (ECEC). This study is based on the Norwegian Mother, Father and Child Cohort Study (MoBa) and examines whether children’s difficulty types predict SNA allocation and its hours, with ECEC and demographic variables controlled. We used the maternal questionnaire when children were 5 years old (n = 41,452; 2,340 received SNA). The outcomes were whether the children received SNA and its weekly hours. Children’s difficulties were measured through single questions and rating scales; ECEC factors included a parental satisfaction scale and the caretakers–children ratio. Demographic variables included children’s sex and age, and parental education. We used a zero-inflated Poisson regression for the data analysis. Among the children receiving SNA, 35% had language difficulties, but they received few assisted hours. These children had more severe difficulties compared to those with language difficulties but without SNA. Children with comorbid language and developmental difficulties were most likely to receive SNA (89%) and had the highest number of hours. Children with behavioral problems were least likely to receive SNA. Higher ECEC satisfaction predicted more hours. A higher caretakers–children ratio predicted an increased likelihood of receiving SNA and more hours. In conclusion, children with language difficulties constitute the largest SNA group, yet they receive few hours. ECEC factors are related to detecting and supporting children in need.

对有困难的儿童进行早期干预对他们的学业和生活结果至关重要。然而，我们对如何将特殊需要援助（SNA）分配给幼儿教育和护理（ECEC）知之甚少。本研究基于挪威母亲、父亲和儿童队列研究（MoBa），在控制了ECEC和人口统计学变量的情况下，研究儿童的困难类型是否能预测SNA分配及其时间。我们在儿童5岁时使用母亲问卷（n = 41452，其中2340人接受SNA）。结果是儿童是否接受SNA及其每周的时间。通过单题和评定量表测量儿童的困难程度；ECEC因素包括父母满意度量表和看护人与孩子的比例。人口统计变量包括儿童的性别、年龄和父母的教育程度。我们使用零膨胀泊松回归进行数据分析。在接受SNA的儿童中，35%有语言障碍，但他们得到的辅助时间很少。这些孩子比那些有语言障碍但没有SNA的孩子有更严重的困难。同时患有语言和发育障碍的儿童最有可能接受SNA(89%)，并且接受SNA的时间最长。有行为问题的儿童接受SNA的可能性最小。ECEC满意度越高，工作时间越长。看护人与孩子的比例越高，接受SNA的可能性越大，看护时间越长。总之，有语言困难的儿童构成了最大的SNA群体，但他们接受的时间很少。ECEC因素与发现和支持有需要的儿童有关。

{"title":"How are Difficulty Types Related to the Allocation of Special Needs Assistance in Early Childhood Education and Care","authors":"Louie Lei Wang , Monica Melby-Lervåg , Ratib Lekhal , Mari Vaage Wang","doi":"10.1016/j.ecresq.2025.10.002","DOIUrl":"10.1016/j.ecresq.2025.10.002","url":null,"abstract":"<div><div>Early intervention for children with difficulties is crucial for their academic and life outcomes. However, we know little about how special needs assistance (SNA) is allocated to early childhood education and care (ECEC). This study is based on the Norwegian Mother, Father and Child Cohort Study (MoBa) and examines whether children’s difficulty types predict SNA allocation and its hours, with ECEC and demographic variables controlled. We used the maternal questionnaire when children were 5 years old (<em>n</em> = 41,452; 2,340 received SNA). The outcomes were whether the children received SNA and its weekly hours. Children’s difficulties were measured through single questions and rating scales; ECEC factors included a parental satisfaction scale and the caretakers–children ratio. Demographic variables included children’s sex and age, and parental education. We used a zero-inflated Poisson regression for the data analysis. Among the children receiving SNA, 35% had language difficulties, but they received few assisted hours. These children had more severe difficulties compared to those with language difficulties but without SNA. Children with comorbid language and developmental difficulties were most likely to receive SNA (89%) and had the highest number of hours. Children with behavioral problems were least likely to receive SNA. Higher ECEC satisfaction predicted more hours. A higher caretakers–children ratio predicted an increased likelihood of receiving SNA and more hours. In conclusion, children with language difficulties constitute the largest SNA group, yet they receive few hours. ECEC factors are related to detecting and supporting children in need.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 211-220"},"PeriodicalIF":3.1,"publicationDate":"2025-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145261681","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

A novel ecological model of holistic early childhood workforce well-being: The utilization of an ai-assisted systematic review 一个全新的整体幼儿劳动力福利生态模型：利用人工智能辅助系统评价

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-10-10 DOI: 10.1016/j.ecresq.2025.09.007

Lieny Jeon , Kyong-Ah Kwon , Sooyeon Byun , Dominique Charlot-Swilley , Celene E. Domitrovich , Charlotte V. Farewell , Timothy G. Ford , Holly Hatton , Yoonkyung Oh , Jini E. Puma , Early Head Start/Head Start Workforce Well-Being Consortium

A critical factor in promoting quality practices in early care and education (ECE) settings is educator well-being, a multi-dimensional construct influenced by a variety of contextual factors. There has yet to be consensus on conceptualizing early childhood workforce well-being in a way that encompasses multiple factors and complex dynamics among them. Designed by an interdisciplinary group of scholars, this study aimed to develop a novel conceptual model, the Ecological Model of Holistic ECE Workforce Well-Being, that captures multiple layers of well-being. In addition, this new model was validated using an AI-assisted systematic review that identified 345 studies published between 1990 and 2023 for inclusion. We examined four core domains of ECE workforce well-being (i.e., physical, psychological, and professional well-being and health behaviors) and how these have been studied in the literature with regards to relational well-being and contextual factors. While our systematic review covers literature published between 1990 and 2023, it is noteworthy that there has been growing attention to ECE workforce well-being since 2019. However, most studies focused on one or two indicators of well-being using descriptive or correlational methods. This study provides future directions for ECE workforce well-being research and practice by identifying gaps in the literature that could support efforts to professionalize the ECE workforce and, ultimately, enhance the quality of care and learning for young children.

促进早期护理和教育（ECE）环境中高质量实践的一个关键因素是教育者的福祉，这是一个受各种环境因素影响的多维结构。对幼儿劳动力福利概念化的方式尚未达成共识，其中包括多种因素和复杂的动态。本研究由一个跨学科的学者小组设计，旨在开发一个新的概念模型，即整体欧洲经委会劳动力福祉的生态模型，该模型涵盖了多层次的福祉。此外，使用人工智能辅助的系统评价对该新模型进行了验证，该评价确定了1990年至2023年间发表的345项研究。我们研究了欧洲经委会劳动力福祉的四个核心领域（即身体、心理和专业福祉和健康行为），以及这些领域如何在文献中与相关福祉和背景因素进行研究。虽然我们的系统综述涵盖了1990年至2023年之间发表的文献，但值得注意的是，自2019年以来，人们越来越关注欧洲经委会劳动力的福祉。然而，大多数研究都集中在使用描述性或相关性方法的一两个幸福指标上。本研究通过确定文献中的空白，为欧洲经委会劳动力福利研究和实践提供了未来的方向，这些空白可以支持欧洲经委会劳动力专业化的努力，并最终提高幼儿的护理和学习质量。

{"title":"A novel ecological model of holistic early childhood workforce well-being: The utilization of an ai-assisted systematic review","authors":"Lieny Jeon , Kyong-Ah Kwon , Sooyeon Byun , Dominique Charlot-Swilley , Celene E. Domitrovich , Charlotte V. Farewell , Timothy G. Ford , Holly Hatton , Yoonkyung Oh , Jini E. Puma , Early Head Start/Head Start Workforce Well-Being Consortium","doi":"10.1016/j.ecresq.2025.09.007","DOIUrl":"10.1016/j.ecresq.2025.09.007","url":null,"abstract":"<div><div>A critical factor in promoting quality practices in early care and education (ECE) settings is educator well-being, a multi-dimensional construct influenced by a variety of contextual factors. There has yet to be consensus on conceptualizing early childhood workforce well-being in a way that encompasses multiple factors and complex dynamics among them. Designed by an interdisciplinary group of scholars, this study aimed to develop a novel conceptual model, the <em>Ecological Model of Holistic ECE Workforce Well-Being</em>, that captures multiple layers of well-being. In addition, this new model was validated using an AI-assisted systematic review that identified 345 studies published between 1990 and 2023 for inclusion. We examined four core domains of ECE workforce well-being (i.e., physical, psychological, and professional well-being and health behaviors) and how these have been studied in the literature with regards to relational well-being and contextual factors. While our systematic review covers literature published between 1990 and 2023, it is noteworthy that there has been growing attention to ECE workforce well-being since 2019. However, most studies focused on one or two indicators of well-being using descriptive or correlational methods. This study provides future directions for ECE workforce well-being research and practice by identifying gaps in the literature that could support efforts to professionalize the ECE workforce and, ultimately, enhance the quality of care and learning for young children.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 199-210"},"PeriodicalIF":3.1,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145261694","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

Participative kindergarten culture, teacher psychological capital, well-being, and teaching for creativity: A job demands–resources analysis 参与式幼儿园文化、教师心理资本、幸福感与创造性教学：工作需求-资源分析

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-10-09 DOI: 10.1016/j.ecresq.2025.09.009

Chan Wang , Hongbiao Yin

Using the framework of the Job Demands–Resources (JD-R) model, this study examined the effects of participative kindergarten culture and teacher psychological capital (PsyCap) on teachers’ emotions, work engagement, and teaching for creativity. The study involved 1,409 kindergarten teachers in China. The results of covariance-based structural equation modeling and bootstrapping analysis indicated that participative kindergarten culture and PsyCap were positively associated with teachers’ enjoyment, work engagement, and teaching for creativity. Among the three types of teacher emotions examined, only teacher enjoyment showed a weak positive association with teaching for creativity. Work engagement had a stronger effect on teaching for creativity than teacher enjoyment, mediating both the positive association between enjoyment and teaching for creativity and the negative relationship between anger and teaching for creativity. Teacher enjoyment and work engagement served as mediators in the relationships of participative kindergarten culture and PsyCap with teaching for creativity, either individually or sequentially. These findings contribute to the understanding of the JD-R model, teacher emotions, work engagement, and outcomes in early childhood settings and provide insights into teachers’ well-being and outcomes at work.

本研究运用工作需求-资源（Job requirements - resources, JD-R）模型的框架，考察了参与式幼儿园文化和教师心理资本（PsyCap）对教师情绪、工作投入和创造性教学的影响。这项研究涉及中国1409名幼儿园教师。基于协方差的结构方程模型和自举分析结果表明，幼儿园参与型文化和心理cap与教师的快乐、工作投入和创造性教学呈正相关。在三种类型的教师情绪中，只有教师享受与创造性教学表现出微弱的正相关。工作投入对创造性教学的影响强于教师享受，中介了享受与创造性教学之间的正相关关系和愤怒与创造性教学之间的负相关关系。教师享受和工作投入在参与式幼儿园文化和心理cap与创造力教学的关系中分别或依次起中介作用。这些发现有助于理解JD-R模型、教师情绪、工作投入和幼儿环境下的结果，并为教师的幸福感和工作结果提供见解。

{"title":"Participative kindergarten culture, teacher psychological capital, well-being, and teaching for creativity: A job demands–resources analysis","authors":"Chan Wang , Hongbiao Yin","doi":"10.1016/j.ecresq.2025.09.009","DOIUrl":"10.1016/j.ecresq.2025.09.009","url":null,"abstract":"<div><div>Using the framework of the Job Demands–Resources (JD-R) model, this study examined the effects of participative kindergarten culture and teacher psychological capital (PsyCap) on teachers’ emotions, work engagement, and teaching for creativity. The study involved 1,409 kindergarten teachers in China. The results of covariance-based structural equation modeling and bootstrapping analysis indicated that participative kindergarten culture and PsyCap were positively associated with teachers’ enjoyment, work engagement, and teaching for creativity. Among the three types of teacher emotions examined, only teacher enjoyment showed a weak positive association with teaching for creativity. Work engagement had a stronger effect on teaching for creativity than teacher enjoyment, mediating both the positive association between enjoyment and teaching for creativity and the negative relationship between anger and teaching for creativity. Teacher enjoyment and work engagement served as mediators in the relationships of participative kindergarten culture and PsyCap with teaching for creativity, either individually or sequentially. These findings contribute to the understanding of the JD-R model, teacher emotions, work engagement, and outcomes in early childhood settings and provide insights into teachers’ well-being and outcomes at work.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 175-188"},"PeriodicalIF":3.1,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145266620","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

Integrating the PERMA model and SWPBS approach: effects on portuguese early childhood teachers’ well-being and children’s self-regulation 整合PERMA模型和SWPBS方法：对葡萄牙幼儿教师幸福感和儿童自我调节的影响

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-10-09 DOI: 10.1016/j.ecresq.2025.09.008

Filipe Piedade , Tiago Ferreira , Ana Lemos , Carolina Guedes , Diana Alves , Catarina Grande , Teresa Leal , Anastasia Vatou , Joana Cadima

Early Childhood Education and Care (ECEC) teachers’ well-being is crucial for the adoption of educational practices that foster the development of self-regulation skills of children in their classrooms. Promoting these skills in preschool has proven to increase children’s school readiness and future academic achievement. Although interventions using Positive Psychology to address teachers’ well-being and interventions using School-Wide Positive Behaviour Support (SWPBS) to increase children’s self-regulation skills have achieved positive results, these elements have not been addressed simultaneously. In this paper, we measure the longitudinal effects of a one-year intervention, integrating the PERMA model and SWPBS approach into a ten-session training program, on 30 Portuguese ECEC teachers’ well-being and 397 children’s self-regulation skills. Using repeated measures ANOVA and a Latent Difference Score Model, we found statistically significant positive results between pre- and post-testing on teachers’ well-being levels and on children’s self-regulation skills. The results indicate that the combination of the PERMA model and the SWPBS approach can increase the effectiveness of interventions and professional development actions aiming to promote the well-being of ECEC teachers and the self-regulation skills of preschool children.

幼儿教育和护理（ECEC）教师的福祉对于采用促进儿童在课堂上自我调节技能发展的教育实践至关重要。在学前教育中促进这些技能已被证明可以提高儿童的入学准备和未来的学术成就。虽然使用积极心理学来解决教师福祉的干预措施和使用全校积极行为支持（SWPBS）来提高儿童自我调节技能的干预措施取得了积极的成果，但这些因素并没有同时得到解决。在本文中，我们测量了为期一年的干预的纵向效应，将PERMA模型和SWPBS方法整合到一个十期培训计划中，对30名葡萄牙ECEC教师的幸福感和397名儿童的自我调节技能。通过重复测量方差分析和潜在差异评分模型，我们发现教师幸福感水平和儿童自我调节技能在测试前和测试后呈显著正相关。研究结果表明，PERMA模型与SWPBS方法相结合可以提高干预措施和专业发展行动的有效性，以促进ECEC教师的福祉和学龄前儿童的自我调节技能。

{"title":"Integrating the PERMA model and SWPBS approach: effects on portuguese early childhood teachers’ well-being and children’s self-regulation","authors":"Filipe Piedade , Tiago Ferreira , Ana Lemos , Carolina Guedes , Diana Alves , Catarina Grande , Teresa Leal , Anastasia Vatou , Joana Cadima","doi":"10.1016/j.ecresq.2025.09.008","DOIUrl":"10.1016/j.ecresq.2025.09.008","url":null,"abstract":"<div><div>Early Childhood Education and Care (ECEC) teachers’ well-being is crucial for the adoption of educational practices that foster the development of self-regulation skills of children in their classrooms. Promoting these skills in preschool has proven to increase children’s school readiness and future academic achievement. Although interventions using Positive Psychology to address teachers’ well-being and interventions using School-Wide Positive Behaviour Support (SWPBS) to increase children’s self-regulation skills have achieved positive results, these elements have not been addressed simultaneously. In this paper, we measure the longitudinal effects of a one-year intervention, integrating the PERMA model and SWPBS approach into a ten-session training program, on 30 Portuguese ECEC teachers’ well-being and 397 children’s self-regulation skills. Using repeated measures ANOVA and a Latent Difference Score Model, we found statistically significant positive results between pre- and post-testing on teachers’ well-being levels and on children’s self-regulation skills. The results indicate that the combination of the PERMA model and the SWPBS approach can increase the effectiveness of interventions and professional development actions aiming to promote the well-being of ECEC teachers and the self-regulation skills of preschool children.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 189-198"},"PeriodicalIF":3.1,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145261682","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

Influences of reading skills in mathematics achievement: A moderated mediation model 阅读技能对数学成绩的影响：一个有调节的中介模型

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-10-09 DOI: 10.1016/j.ecresq.2025.10.001

Isabelle Chang

This study examined the conditional direct and indirect effects of kindergarten math skills on fifth-grade math achievement varying at levels of kindergarten reading proficiency. Participants were 18,174 kindergartners in the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011. Results show that kindergarten math skills had stronger direct effects on fifth-grade math achievement than kindergarten reading skills. There were unequal effects of kindergarten math skills on fifth-grade math achievement depending on the levels of kindergarten reading skills in that the effects were more pronounced for those with weaker kindergarten reading proficiency and diminished as reading skills advanced. The effects of kindergarten math skills on fifth-grade math achievement were through working memory, and the mediating effects were uneven across different kindergarten reading skills but stronger for children with weaker kindergarten reading skills. Therefore, less proficient readers in fall kindergarten exerted more from spring kindergarten math and working memory when addressing fifth-grade math problems. Findings suggest that the effects of kindergarten math skills on fifth-grade math success were not uniform across different levels of kindergarten reading skills and reading held a critical role in math success. Future studies should explore whether there are disproportionate effects of initial math skills on later math achievement varying by racial and socioeconomic backgrounds resulting in math disparities. Intervention programs intended to improve math performance to narrow the racial and socioeconomic disparities should include reading comprehension and reasoning.

本研究考察了幼儿园数学技能对五年级数学成绩的条件直接和间接影响。研究对象为2010-2011年幼儿园班的18174名幼儿。结果表明，幼儿园数学技能对五年级学生数学成绩的直接影响强于幼儿园阅读技能。幼儿园数学技能对五年级数学成绩的影响不平等，取决于幼儿园阅读技能水平，对幼儿园阅读能力较弱的儿童的影响更为明显，随着阅读技能的提高而减弱。幼儿园数学技能对五年级数学成绩的影响是通过工作记忆实现的，不同幼儿园阅读技能对五年级数学成绩的中介作用不均衡，对阅读技能较弱的幼儿的中介作用较强。因此，秋季幼儿园的低熟练读者在解决五年级数学问题时更多地使用春季幼儿园的数学和工作记忆。研究结果表明，幼儿园数学技能对五年级数学成功的影响在不同水平的幼儿园阅读技能之间并不均匀，阅读在数学成功中起着关键作用。未来的研究应探讨是否有不成比例的影响，最初的数学技能对后来的数学成绩因种族和社会经济背景的不同而不同，导致数学差异。旨在提高数学成绩以缩小种族和社会经济差异的干预计划应该包括阅读理解和推理。

{"title":"Influences of reading skills in mathematics achievement: A moderated mediation model","authors":"Isabelle Chang","doi":"10.1016/j.ecresq.2025.10.001","DOIUrl":"10.1016/j.ecresq.2025.10.001","url":null,"abstract":"<div><div>This study examined the conditional direct and indirect effects of kindergarten math skills on fifth-grade math achievement varying at levels of kindergarten reading proficiency. Participants were 18,174 kindergartners in the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011. Results show that kindergarten math skills had stronger direct effects on fifth-grade math achievement than kindergarten reading skills. There were unequal effects of kindergarten math skills on fifth-grade math achievement depending on the levels of kindergarten reading skills in that the effects were more pronounced for those with weaker kindergarten reading proficiency and diminished as reading skills advanced. The effects of kindergarten math skills on fifth-grade math achievement were through working memory, and the mediating effects were uneven across different kindergarten reading skills but stronger for children with weaker kindergarten reading skills. Therefore, less proficient readers in fall kindergarten exerted more from spring kindergarten math and working memory when addressing fifth-grade math problems. Findings suggest that the effects of kindergarten math skills on fifth-grade math success were not uniform across different levels of kindergarten reading skills and reading held a critical role in math success. Future studies should explore whether there are disproportionate effects of initial math skills on later math achievement varying by racial and socioeconomic backgrounds resulting in math disparities. Intervention programs intended to improve math performance to narrow the racial and socioeconomic disparities should include reading comprehension and reasoning.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 164-174"},"PeriodicalIF":3.1,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145261690","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

Piecing together the puzzle: A mixed methods study of the Abecedarian Intervention 拼凑拼图：初级干预的混合方法研究

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-10-01 DOI: 10.1016/j.ecresq.2025.08.009

Kylie L. Garber , Margaret Burchinal , Sylvi Kuperman , Tiffany J. Foster , Frances Campbell , Craig Ramey

The Abecedarian Study (ABC) has been integral to demonstrating the impacts of Early Care and Education (ECE). It is important to understand the practices and mechanisms through which ABC had impacts on later outcomes, but a lack of implementation data limits our understanding of program mechanisms. The present study took a mixed methods approach to describe the mechanisms of the original ABC program. The qualitative study provides a detailed description of the ABC program based on historical program documentation and retrospective interview responses of ABC teachers and staff. The teachers and staff reported individualized coaching, child-centered environments and activities, and frequent teacher-child conversations were common in ABC classrooms. Informed by qualitative results, a mediation analysis was conducted with the original ABC sample (n = 111). Analyses suggest that verbal skills at entry to school were the primary mechanism for ABC impacts on adult education and income. These findings suggest that ECE programs that focus on improving verbal skills, perhaps through child-centered activities and frequent teacher-child conversation may be more likely to have longer-term impacts.

学前教育研究（ABC）是证明早期护理和教育（ECE）的影响不可或缺的一部分。了解ABC对后来的结果产生影响的实践和机制是很重要的，但是缺乏实施数据限制了我们对程序机制的理解。本研究采用混合方法来描述原始ABC节目的机制。本质性研究以ABC节目的历史文献资料和ABC教师及职员的回溯性访谈回应为基础，提供ABC节目的详细描述。教师和工作人员报告说，在ABC课堂上，个性化指导、以儿童为中心的环境和活动以及频繁的师生对话是很常见的。根据定性结果，对原始ABC样本（n = 111）进行中介分析。分析表明，入学时的语言技能是ABC对成人教育和收入影响的主要机制。这些发现表明，通过以儿童为中心的活动和频繁的师生对话，专注于提高语言技能的ECE项目可能更有可能产生长期影响。

{"title":"Piecing together the puzzle: A mixed methods study of the Abecedarian Intervention","authors":"Kylie L. Garber , Margaret Burchinal , Sylvi Kuperman , Tiffany J. Foster , Frances Campbell , Craig Ramey","doi":"10.1016/j.ecresq.2025.08.009","DOIUrl":"10.1016/j.ecresq.2025.08.009","url":null,"abstract":"<div><div>The Abecedarian Study (ABC) has been integral to demonstrating the impacts of Early Care and Education (ECE). It is important to understand the practices and mechanisms through which ABC had impacts on later outcomes, but a lack of implementation data limits our understanding of program mechanisms. The present study took a mixed methods approach to describe the mechanisms of the original ABC program. The qualitative study provides a detailed description of the ABC program based on historical program documentation and retrospective interview responses of ABC teachers and staff. The teachers and staff reported individualized coaching, child-centered environments and activities, and frequent teacher-child conversations were common in ABC classrooms. Informed by qualitative results, a mediation analysis was conducted with the original ABC sample (<em>n</em> = 111). Analyses suggest that verbal skills at entry to school were the primary mechanism for ABC impacts on adult education and income. These findings suggest that ECE programs that focus on improving verbal skills, perhaps through child-centered activities and frequent teacher-child conversation may be more likely to have longer-term impacts.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 149-163"},"PeriodicalIF":3.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145220218","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