Pub Date : 2025-08-07DOI: 10.1016/j.ecresq.2025.07.007
Michael P. Mesa, James A. Hernandez, Beth M. Phillips, Christopher J. Lonigan
The acquisition of language skills is an important developmental task in early childhood. Research suggests that the language skills of young students are related to the language skills of their peers in the classroom. However, this relation has not been explored in the context of targeted small-group (i.e., Tier 2) instruction in early childhood. This study estimated the association of peer language skills with the language development of pre-kindergarten (n = 522) and kindergarten (n = 652) students participating in targeted, small-group, language interventions (345 total small groups). The results indicate that peer language skills are related to the development of students’ language skills in the context of targeted, small-group instruction. However, these relations appear to be complex and vary depending on the language skill, conceptualization of peer language skills, grade level, and pretest score.
{"title":"Peer effects in small-group language instruction","authors":"Michael P. Mesa, James A. Hernandez, Beth M. Phillips, Christopher J. Lonigan","doi":"10.1016/j.ecresq.2025.07.007","DOIUrl":"https://doi.org/10.1016/j.ecresq.2025.07.007","url":null,"abstract":"The acquisition of language skills is an important developmental task in early childhood. Research suggests that the language skills of young students are related to the language skills of their peers in the classroom. However, this relation has not been explored in the context of targeted small-group (i.e., Tier 2) instruction in early childhood. This study estimated the association of peer language skills with the language development of pre-kindergarten (<ce:italic>n</ce:italic> = 522) and kindergarten (<ce:italic>n</ce:italic> = 652) students participating in targeted, small-group, language interventions (345 total small groups). The results indicate that peer language skills are related to the development of students’ language skills in the context of targeted, small-group instruction. However, these relations appear to be complex and vary depending on the language skill, conceptualization of peer language skills, grade level, and pretest score.","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"44 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898719","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 : 2025-08-05DOI: 10.1016/j.ecresq.2025.07.009
Karen De Keersmaeker , Patrick Onghena , Kris Van den Branden , Wim Van Dooren
Already in the early grades of primary school children develop notions of advanced mathematical concepts such as patterning, proportional reasoning, and probabilistic reasoning. However, there are large differences among children. We examined to which extent these differences could be explained by children’s general language abilities, mathematical language abilities, and their home environment (i.e., maternal education level and home language). Data were collected in 717 first, second, and third graders who all engaged in a general language task, an advanced mathematical language task (addressing the mathematical language present in the domains of patterning, proportionality, and probability), and an advanced mathematical abilities task (addressing their reasoning in these domains). Path analysis revealed that both general language and advanced mathematical language abilities contributed to children’s advanced mathematical abilities, although advanced mathematical language abilities were more impactful than general language abilities. Children’s advanced mathematical language abilities partly mediated the relationship between general language abilities and advanced mathematical abilities. Advanced mathematical language abilities were in turn influenced by maternal education level and general language abilities. More precisely, children with more highly educated mothers and children with better general language abilities tend to have a better understanding of advanced mathematical language. Children who only spoke the instructional language at home did not perform better on the advanced mathematical language task than children with a different home language.
{"title":"The pathway to advanced mathematical understanding: The contribution of general and mathematical language and the home environment","authors":"Karen De Keersmaeker , Patrick Onghena , Kris Van den Branden , Wim Van Dooren","doi":"10.1016/j.ecresq.2025.07.009","DOIUrl":"10.1016/j.ecresq.2025.07.009","url":null,"abstract":"<div><div>Already in the early grades of primary school children develop notions of advanced mathematical concepts such as patterning, proportional reasoning, and probabilistic reasoning. However, there are large differences among children. We examined to which extent these differences could be explained by children’s general language abilities, mathematical language abilities, and their home environment (i.e., maternal education level and home language). Data were collected in 717 first, second, and third graders who all engaged in a general language task, an advanced mathematical language task (addressing the mathematical language present in the domains of patterning, proportionality, and probability), and an advanced mathematical abilities task (addressing their reasoning in these domains). Path analysis revealed that both general language and advanced mathematical language abilities contributed to children’s advanced mathematical abilities, although advanced mathematical language abilities were more impactful than general language abilities. Children’s advanced mathematical language abilities partly mediated the relationship between general language abilities and advanced mathematical abilities. Advanced mathematical language abilities were in turn influenced by maternal education level and general language abilities. More precisely, children with more highly educated mothers and children with better general language abilities tend to have a better understanding of advanced mathematical language. Children who only spoke the instructional language at home did not perform better on the advanced mathematical language task than children with a different home language.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 191-204"},"PeriodicalIF":3.1,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144772199","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}
This study aimed to develop and test a novel anti-racism program for White preschool-aged children: the GoKAR! (Kids Against Racism) Program. While there is an extensive literature focused on the presence and development of children’s racial attitudes, few studies have focused on explicit anti-racism programs for 4- and 5-year-olds. To address this gap, 114 child-caregiver dyads from across the United States were randomly assigned to either treatment (GoKAR! Program) or waitlist-control conditions. Caregivers implemented the GoKAR! Program at home over four weeks. This proof-of-concept pilot study evaluated the impact and implementation of the program. Results indicated no significant difference in racial bias among program participants; however, children in the treatment condition exhibited greater understanding of key terms and concepts about racism at posttest, compared to those in the control condition. Family context variables did not significantly predict baseline racial bias, but having a Black person in the family’s social network was found to be a significant predictor of change in racial bias for children participating in the program. Overall, families reported high levels of engagement and satisfaction with the GoKAR! Program. Further research is needed to explore the long-term impacts and potential modifications to increase the program’s effectiveness in targeting racial attitudes.
{"title":"A pilot study of the impact and implementation of an anti-racism program for preschoolers","authors":"Huriya Jabbar , Jessica R. Toste , Kathrynn Pounders , Beth Feuer","doi":"10.1016/j.ecresq.2025.07.008","DOIUrl":"10.1016/j.ecresq.2025.07.008","url":null,"abstract":"<div><div>This study aimed to develop and test a novel anti-racism program for White preschool-aged children: the GoKAR! (Kids Against Racism) Program. While there is an extensive literature focused on the presence and development of children’s racial attitudes, few studies have focused on explicit anti-racism programs for 4- and 5-year-olds. To address this gap, 114 child-caregiver dyads from across the United States were randomly assigned to either treatment (GoKAR! Program) or waitlist-control conditions. Caregivers implemented the GoKAR! Program at home over four weeks. This proof-of-concept pilot study evaluated the impact and implementation of the program. Results indicated no significant difference in racial bias among program participants; however, children in the treatment condition exhibited greater understanding of key terms and concepts about racism at posttest, compared to those in the control condition. Family context variables did not significantly predict baseline racial bias, but having a Black person in the family’s social network was found to be a significant predictor of change in racial bias for children participating in the program. Overall, families reported high levels of engagement and satisfaction with the GoKAR! Program. Further research is needed to explore the long-term impacts and potential modifications to increase the program’s effectiveness in targeting racial attitudes.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 180-190"},"PeriodicalIF":3.1,"publicationDate":"2025-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144763633","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 : 2025-08-01DOI: 10.1016/j.ecresq.2025.07.006
Jacqueline Maloney PhD , Eva Oberle PhD , Barbara Weber PhD , Kimberly A. Schonert-Reichl PhD
We examined the utility of two commonly employed measures of executive functions (EFs) to aid early childhood educational researchers in their choice of EF measures and interpretation of results: The Head, Toes, Knees, Shoulders Extended Task (HTKS-E) and the Brief Inventory of Executive Functions – Preschool Version (BRIEF-P). To do so, we examined convergent validity of the two measures, differences in age and gender, and relations to other important classroom variables, such as social and emotional competencies and quality of relationships between kindergarteners and their teachers. We also investigated between-group differences in classroom behaviors and relationships of children who met the clinical cutoff on the BRIEF-P screener of EF dysfunction and those who did not. Both measures of EFs were significantly related to social and emotional competencies and teacher-student relationship quality. We found evidence that EFs are differentiated in kindergarten children and that individual dimensions of EFs are related to different aspects of student classroom behaviors and experiences. Boys were more likely to meet the clinical cutoff on the BRIEF-P; students in this group demonstrated significantly lower scores on the HTKS-E, lower social and emotional competencies, and less closeness with teachers. They also experienced significantly greater aggressive and dysregulated behavior in the classroom and more conflict with teachers. Whereas the HTKS-E was better able to differentiate among children with higher EF proficiency, the BRIEF-P was better able to identify children who may need extra support in the classroom.
{"title":"Measuring executive functions in context: Self-regulating behavior in the kindergarten classroom","authors":"Jacqueline Maloney PhD , Eva Oberle PhD , Barbara Weber PhD , Kimberly A. Schonert-Reichl PhD","doi":"10.1016/j.ecresq.2025.07.006","DOIUrl":"10.1016/j.ecresq.2025.07.006","url":null,"abstract":"<div><div>We examined the utility of two commonly employed measures of executive functions (EFs) to aid early childhood educational researchers in their choice of EF measures and interpretation of results: The Head, Toes, Knees, Shoulders Extended Task (HTKS-E) and the Brief Inventory of Executive Functions – Preschool Version (BRIEF-P). To do so, we examined convergent validity of the two measures, differences in age and gender, and relations to other important classroom variables, such as social and emotional competencies and quality of relationships between kindergarteners and their teachers. We also investigated between-group differences in classroom behaviors and relationships of children who met the clinical cutoff on the BRIEF-P screener of EF dysfunction and those who did not. Both measures of EFs were significantly related to social and emotional competencies and teacher-student relationship quality. We found evidence that EFs are differentiated in kindergarten children and that individual dimensions of EFs are related to different aspects of student classroom behaviors and experiences. Boys were more likely to meet the clinical cutoff on the BRIEF-P; students in this group demonstrated significantly lower scores on the HTKS-E, lower social and emotional competencies, and less closeness with teachers. They also experienced significantly greater aggressive and dysregulated behavior in the classroom and more conflict with teachers. Whereas the HTKS-E was better able to differentiate among children with higher EF proficiency, the BRIEF-P was better able to identify children who may need extra support in the classroom.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 170-179"},"PeriodicalIF":3.1,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144750792","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 : 2025-07-28DOI: 10.1016/j.ecresq.2025.07.005
Salima Kerai , Seema Lasi , Maram Alkawaja , Ghazala Rafique , Salman Kirmani , Eva Oberle
Assessing and supporting early childhood development is a global priority—however, our understanding of the developmental health of young children from Lower and Middle-Income Countries (LMICs), including Pakistan remains limited. Using an Urdu translation of the Early Years Development Instrument (EDI), this study assessed the developmental health and vulnerability of 9,372 kindergarten-aged children (Mean age = 6.2; SD = 1.1; 53.9 % female) in 397 schools in Karachi, Pakistan. We also examined differences in vulnerability in physical, social-emotional and cognitive domains based on the children’s gender, family income, and ethnic background. Results from logistic regression analyses revealed that 10 % of children were vulnerable in each developmental domain, and 28 % were vulnerable in one or more domains. Boys, children from low-income families, and children with ethnic minority backgrounds were more likely to be vulnerable in any of the domains. The findings highlight that children in our study who experienced social disadvantages were more likely to be developmentally vulnerable, which may negatively impact their further development and success in school. Our findings underscore the need for universal and targeted interventions to reduce childhood vulnerability in Pakistan. This includes supporting at-risk subgroups of children and promoting equity from an early stage in life.
{"title":"Developmental health and vulnerability among young children in Pakistan: Findings from a large-scale early childhood development assessment in Karachi","authors":"Salima Kerai , Seema Lasi , Maram Alkawaja , Ghazala Rafique , Salman Kirmani , Eva Oberle","doi":"10.1016/j.ecresq.2025.07.005","DOIUrl":"10.1016/j.ecresq.2025.07.005","url":null,"abstract":"<div><div>Assessing and supporting early childhood development is a global priority—however, our understanding of the developmental health of young children from Lower and Middle-Income Countries (LMICs), including Pakistan remains limited. Using an Urdu translation of the Early Years Development Instrument (EDI), this study assessed the developmental health and vulnerability of 9,372 kindergarten-aged children (<em>Mean</em> age = 6.2; <em>SD</em> = 1.1; 53.9 % female) in 397 schools in Karachi, Pakistan. We also examined differences in vulnerability in physical, social-emotional and cognitive domains based on the children’s gender, family income, and ethnic background. Results from logistic regression analyses revealed that 10 % of children were vulnerable in each developmental domain, and 28 % were vulnerable in one or more domains. Boys, children from low-income families, and children with ethnic minority backgrounds were more likely to be vulnerable in any of the domains. The findings highlight that children in our study who experienced social disadvantages were more likely to be developmentally vulnerable, which may negatively impact their further development and success in school. Our findings underscore the need for universal and targeted interventions to reduce childhood vulnerability in Pakistan. This includes supporting at-risk subgroups of children and promoting equity from an early stage in life.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 158-169"},"PeriodicalIF":3.2,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144714584","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 : 2025-07-25DOI: 10.1016/j.ecresq.2025.07.002
Laura M. Justice, G. Logan Pelfrey, Tiffany J. Foster, Matthew Brock, Hui Jiang
Isolation from the peer social network can contribute to numerous adversities for children over time. The Promoting Early Engagement, Relationships, and Socialization (PEERS) peer-mediated intervention was designed to address the specific needs of preschool-aged children who are experiencing social isolation in their classroom and who also exhibit relatively less-developed pragmatic language skills than their peers. The aims of the present study were twofold: (1) to assess the impacts of PEERS on socially isolated children’s interactions with their peers, position within the classroom social network, and social and language skills; and (2) to examine social network, social skills, and language outcomes for children who assisted teachers in implementing PEERS, whom we refer to as “buddies.” Participants included 75 preschool-aged children (25 isolates/50 buddies) in 25 classrooms randomized to treatment (n = 12) or business-as-usual control (n = 13). Results showed that the PEERS intervention significantly increased isolated children’s peer interactions and cooperative play, with trends in a positive direction for increased degree centrality. Positive impacts were also seen for two of four measured social-skills outcomes. Buddies in treatment classrooms showed greater gains on two measures of social skills and pragmatic language skills. Study findings suggest that peer-mediated intervention can have positive effects for both isolated target children and implementing buddies, but the mixed effects support the need for further investigation of peer-mediated interventions in preschool settings with larger samples.
{"title":"Effects of a peer-mediated intervention on the language and socialization experiences and skills of preschool children","authors":"Laura M. Justice, G. Logan Pelfrey, Tiffany J. Foster, Matthew Brock, Hui Jiang","doi":"10.1016/j.ecresq.2025.07.002","DOIUrl":"10.1016/j.ecresq.2025.07.002","url":null,"abstract":"<div><div>Isolation from the peer social network can contribute to numerous adversities for children over time. The Promoting Early Engagement, Relationships, and Socialization (PEERS) peer-mediated intervention was designed to address the specific needs of preschool-aged children who are experiencing social isolation in their classroom and who also exhibit relatively less-developed pragmatic language skills than their peers. The aims of the present study were twofold: (1) to assess the impacts of PEERS on socially isolated children’s interactions with their peers, position within the classroom social network, and social and language skills; and (2) to examine social network, social skills, and language outcomes for children who assisted teachers in implementing PEERS, whom we refer to as “buddies.” Participants included 75 preschool-aged children (25 isolates/50 buddies) in 25 classrooms randomized to treatment (<em>n</em> = 12) or business-as-usual control (<em>n</em> = 13). Results showed that the PEERS intervention significantly increased isolated children’s peer interactions and cooperative play, with trends in a positive direction for increased degree centrality. Positive impacts were also seen for two of four measured social-skills outcomes. Buddies in treatment classrooms showed greater gains on two measures of social skills and pragmatic language skills. Study findings suggest that peer-mediated intervention can have positive effects for both isolated target children and implementing buddies, but the mixed effects support the need for further investigation of peer-mediated interventions in preschool settings with larger samples.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 135-147"},"PeriodicalIF":3.2,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144703166","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 : 2025-07-25DOI: 10.1016/j.ecresq.2025.07.004
Wen Wang , Claire D. Vallotton , Ryan P. Bowles
This study examined how family processes related to the development of young children’s mastery motivation—specifically, their persistence in challenging tasks—vary across racial/ethnic groups in low-income families. We hypothesized that cumulative family hardships and subsequent parental distress would predict parents’ socializing behaviors (that is, autonomy supportiveness, cognitive stimulation, and intrusiveness) and, in turn, influence children’s mastery persistence. The sample was derived from the Early Head Start Research and Evaluation Study (N = 1,558, 51 % boys, 41 % White, 33 % Black, and 26 % Hispanic). Family circumstances were gathered at baseline, parental distress was interviewed at 24 months, and children’s persistence and parents’ socializing behaviors during challenging tasks were observed at 36 months. Results showed that, with the overall sample, the relation between cumulative family hardships and young children’s persistence was mediated through parental distress and observed parents’ cognitive stimulation. Both similarities and variations of the family process were found among the three racial/ethnic groups. Specifically, the mediating role of parental distress was identified only in Black families, but not in White or Hispanic families. Additionally, parental intrusiveness was related to low levels of child persistence only in White families, not in the other two racial/ethnic groups. The mediating roles of parents' autonomy supportiveness and cognitive stimulation were consistent across three groups. These results shed light on the importance of focusing on parents’ positive behaviors, especially cognitive stimulation, and highlighted the necessity of culturally responsive programs to help families foster their young children’s persistence in challenging tasks.
{"title":"Family processes of socializing young children’s persistence in challenging tasks among racial/ethnic diverse low-income families","authors":"Wen Wang , Claire D. Vallotton , Ryan P. Bowles","doi":"10.1016/j.ecresq.2025.07.004","DOIUrl":"10.1016/j.ecresq.2025.07.004","url":null,"abstract":"<div><div>This study examined how family processes related to the development of young children’s mastery motivation—specifically, their persistence in challenging tasks—vary across racial/ethnic groups in low-income families. We hypothesized that cumulative family hardships and subsequent parental distress would predict parents’ socializing behaviors (that is, autonomy supportiveness, cognitive stimulation, and intrusiveness) and, in turn, influence children’s mastery persistence. The sample was derived from the Early Head Start Research and Evaluation Study (<em>N</em> = 1,558, 51 % boys, 41 % White, 33 % Black, and 26 % Hispanic). Family circumstances were gathered at baseline, parental distress was interviewed at 24 months, and children’s persistence and parents’ socializing behaviors during challenging tasks were observed at 36 months. Results showed that, with the overall sample, the relation between cumulative family hardships and young children’s persistence was mediated through parental distress and observed parents’ cognitive stimulation. Both similarities and variations of the family process were found among the three racial/ethnic groups. Specifically, the mediating role of parental distress was identified only in Black families, but not in White or Hispanic families. Additionally, parental intrusiveness was related to low levels of child persistence only in White families, not in the other two racial/ethnic groups. The mediating roles of parents' autonomy supportiveness and cognitive stimulation were consistent across three groups. These results shed light on the importance of focusing on parents’ positive behaviors, especially cognitive stimulation, and highlighted the necessity of culturally responsive programs to help families foster their young children’s persistence in challenging tasks.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 148-157"},"PeriodicalIF":3.2,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144703175","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 : 2025-07-24DOI: 10.1016/j.ecresq.2025.07.003
Britt Singletary, Laura M. Justice, Hui Jiang, Winifred Wilberforce, Daniela Avelar
Children growing up in households that undergo economic hardship experience relatively higher rates of language delay and disorder compared to those growing up in homes with more socioeconomic means. The Family Stress Model provides a conceptual model for understanding how experiencing poverty may influence late language emergence (LLE; aka late talking) in young children at age two years. Using a five-dimensional model, we explore the hypothesis that economic hardship and pressure influence parental psychological distress and relationship conflict, in turn leading to disrupted parenting, which may contribute to LLE in young children. We use 14 key indicators to model these five dimensions of the Family Stress Model in our analytical sample of 246 mothers and their two-year-old children experiencing low income. Results provide support for the Family Stress Model as applicable to understanding the contribution of experiencing poverty to LLE, such that the z-score of the likelihood of a child being identified as a late talker was expected to increase by 0.22 with a one standard deviation increase in disrupted parenting. Our analyses suggest a mechanism through which experiences with poverty may disrupt early language development, although further exploration of the impacts of family dynamics within this crucial developmental period is warranted.
{"title":"Modeling the mechanisms through which conditions of poverty are associated with late language emergence in young children","authors":"Britt Singletary, Laura M. Justice, Hui Jiang, Winifred Wilberforce, Daniela Avelar","doi":"10.1016/j.ecresq.2025.07.003","DOIUrl":"10.1016/j.ecresq.2025.07.003","url":null,"abstract":"<div><div>Children growing up in households that undergo economic hardship experience relatively higher rates of language delay and disorder compared to those growing up in homes with more socioeconomic means. The Family Stress Model provides a conceptual model for understanding how experiencing poverty may influence late language emergence (LLE; aka late talking) in young children at age two years. Using a five-dimensional model, we explore the hypothesis that economic hardship and pressure influence parental psychological distress and relationship conflict, in turn leading to disrupted parenting, which may contribute to LLE in young children. We use 14 key indicators to model these five dimensions of the Family Stress Model in our analytical sample of 246 mothers and their two-year-old children experiencing low income. Results provide support for the Family Stress Model as applicable to understanding the contribution of experiencing poverty to LLE, such that the z-score of the likelihood of a child being identified as a late talker was expected to increase by 0.22 with a one standard deviation increase in disrupted parenting. Our analyses suggest a mechanism through which experiences with poverty may disrupt early language development, although further exploration of the impacts of family dynamics within this crucial developmental period is warranted.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 121-134"},"PeriodicalIF":3.2,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144694484","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 : 2025-07-14DOI: 10.1016/j.ecresq.2025.07.001
Ye Shen , Ji-Young Choi , Yimei Xiong
Children of migrant and seasonal farm workers (MSFWs) represent a highly disadvantaged and understudied population in the U.S., with unique educational and socio-linguistic needs. This study leverages nationally representative data on children of MSFWs attending Migrant and Seasonal Head Start (MSHS) programs to investigate how Spanish-English dual language learners’ (DLLs’) school readiness skills are related to their dominant language of classroom interaction and family socioeconomic status (SES), particularly maternal education and poverty status. We examined both the direct associations and the interaction between the dominant language of classroom interaction and SES in shaping school readiness skills. Results show that DLLs’ more Spanish-dominant interaction in the classroom, compared to English, predicted higher Spanish literacy skills, with no significant effect on English literacy skills. Poverty status was correlated with weaker Spanish skills. While maternal education was not directly associated with school readiness, it interacted with DLLs’ dominant language of classroom interaction in predicting school readiness. That is, DLLs’ greater Spanish-dominant classroom interaction predicted higher approaches to learning skills, but this effect was observed only for DLLs whose mothers had a high school or higher education. This suggests that Spanish dominance in the classroom may benefit relatively more advantaged children within the MSHS context. By capturing the continuum of dominant language of classroom interaction, this study provides insights into the complex interplay between language experiences and SES factors, offering nuanced implications for promoting school readiness in DLLs from MSFW backgrounds.
{"title":"School readiness of dual language learners in Migrant and Seasonal Head Start (MSHS): The role of dominant language of classroom interactions and socioeconomic status","authors":"Ye Shen , Ji-Young Choi , Yimei Xiong","doi":"10.1016/j.ecresq.2025.07.001","DOIUrl":"10.1016/j.ecresq.2025.07.001","url":null,"abstract":"<div><div>Children of migrant and seasonal farm workers (MSFWs) represent a highly disadvantaged and understudied population in the U.S., with unique educational and socio-linguistic needs. This study leverages nationally representative data on children of MSFWs attending Migrant and Seasonal Head Start (MSHS) programs to investigate how Spanish-English dual language learners’ (DLLs’) school readiness skills are related to their dominant language of classroom interaction and family socioeconomic status (SES), particularly maternal education and poverty status. We examined both the direct associations and the interaction between the dominant language of classroom interaction and SES in shaping school readiness skills. Results show that DLLs’ more Spanish-dominant interaction in the classroom, compared to English, predicted higher Spanish literacy skills, with no significant effect on English literacy skills. Poverty status was correlated with weaker Spanish skills. While maternal education was not directly associated with school readiness, it interacted with DLLs’ dominant language of classroom interaction in predicting school readiness. That is, DLLs’ greater Spanish-dominant classroom interaction predicted higher approaches to learning skills, but this effect was observed only for DLLs whose mothers had a high school or higher education. This suggests that Spanish dominance in the classroom may benefit relatively more advantaged children within the MSHS context. By capturing the continuum of dominant language of classroom interaction, this study provides insights into the complex interplay between language experiences and SES factors, offering nuanced implications for promoting school readiness in DLLs from MSFW backgrounds.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 112-120"},"PeriodicalIF":3.2,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144632307","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 : 2025-07-04DOI: 10.1016/j.ecresq.2025.06.004
Jenny Yun-Chen Chan , Winnie Wai Lan Chan
Prior research has suggested the links from relational language and number ordering skills to number line estimation performance (Chan et al., 2022; Xu, 2019)—an important predictor of math achievement (Schneider et al., 2018). To delineate the developmental pathways among these constructs beyond Western samples, we used a longitudinal dataset collected with Hong Kong kindergartners (N = 255; 50 % male, 50 % female) to test the predictive links among these constructs. We found that children’s relational language knowledge (βs = .21; ps < .01), but not number ordering skills, consistently predicted their later number line estimation performance. Children’s relational language knowledge did not significantly predict their later number ordering skills. Number ordering skills were not a significant mediator between relational language knowledge and number line estimation performance. Specifically, children’s early relational language knowledge did not predict their intermediate number ordering skills, and they in turn did not predict later number line estimation performance. The findings highlighted the importance of relational language in supporting children’s number line estimation performance, informing future research on educational practices. However, at least in the Hong Kong sample, relational language knowledge did not predict children’s number ordering skills, and these skills did not predict their number line estimation performance. The study underscored the importance of examining mathematical skills development beyond the Western countries, and the possibility of different developmental pathways among diverse populations. Understanding these differences is crucial for designing culturally situated, inclusive math instruction that effectively promotes all children’s development.
先前的研究表明，关系语言和数字排序技能与数线估计性能之间存在联系(Chan et al., 2022；Xu, 2019)——数学成绩的重要预测因子（Schneider et al., 2018）。为了在西方样本之外描绘这些构式之间的发展路径，我们使用了从香港幼儿园儿童(N = 255；50%的男性，50%的女性)来测试这些构念之间的预测联系。我们发现儿童的关系语言知识(βs = .21；ps & lt;.01)，但不是数字排序技能，一致地预测了他们后来的数轴估计性能。关系语言知识对儿童日后的数字排序能力无显著影响。数字排序技能在关系语言知识与数列估计绩效之间无显著中介作用。具体来说，儿童早期的关系语言知识并不能预测他们的中间数字排序技能，反过来，他们也不能预测后来的数轴估计表现。研究结果强调了关系语言在支持儿童数轴估计表现方面的重要性，为未来的教育实践研究提供了信息。然而，至少在香港样本中，关系语言知识并不能预测儿童的数字排序技能，这些技能也不能预测他们的数轴估计表现。这项研究强调了检验西方国家以外的数学技能发展的重要性，以及不同人群中不同发展途径的可能性。了解这些差异对于设计具有文化背景的包容性数学教学，有效促进所有儿童的发展至关重要。
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