Pub Date : 2024-10-11DOI: 10.1016/j.ecresq.2024.10.001
J. Alex Bonus , Rebecca A. Dore , Brenna Hassinger-Das , Julia M. Wilson , Elena O'Hara , C. Joseph Francemone
Guided by uses and gratifications theory, the current project invited parents (N = 358) to submit YouTube videos (N = 973) recently viewed by their children aged 0 to 8. Parents rated each video for its perceived impact on their child, while coders evaluated each video for its content. Results indicated that in-depth educational lessons were rare in these videos, and potentially harmful depictions were common (e.g., physical aggression). Despite these issues, parents reported that these videos often evoked children's joy, fostered social bonding, and allowed children to explore niche interests. Some patterns varied by age, such that older (vs. younger) children viewed fewer educational videos, and they experienced fewer emotional gratifications from viewing. However, older children also viewed more videos with peers, and parents reported that those experiences facilitated peer bonding. Collectively, these findings replicate some concerning patterns found in previous research while also hinting at positive aspects of YouTube exposure that are neglected in discourse about children's experiences online.
{"title":"You Do You[Tube]!The multifaceted roles of online video viewing in the lives of U.S. children","authors":"J. Alex Bonus , Rebecca A. Dore , Brenna Hassinger-Das , Julia M. Wilson , Elena O'Hara , C. Joseph Francemone","doi":"10.1016/j.ecresq.2024.10.001","DOIUrl":"10.1016/j.ecresq.2024.10.001","url":null,"abstract":"<div><div>Guided by uses and gratifications theory, the current project invited parents (<em>N</em> = 358) to submit YouTube videos (<em>N</em> = 973) recently viewed by their children aged 0 to 8. Parents rated each video for its perceived impact on their child, while coders evaluated each video for its content. Results indicated that in-depth educational lessons were rare in these videos, and potentially harmful depictions were common (e.g., physical aggression). Despite these issues, parents reported that these videos often evoked children's joy, fostered social bonding, and allowed children to explore niche interests. Some patterns varied by age, such that older (vs. younger) children viewed fewer educational videos, and they experienced fewer emotional gratifications from viewing. However, older children also viewed more videos with peers, and parents reported that those experiences facilitated peer bonding. Collectively, these findings replicate some concerning patterns found in previous research while also hinting at positive aspects of YouTube exposure that are neglected in discourse about children's experiences online.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 167-177"},"PeriodicalIF":3.2,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142419996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-09DOI: 10.1016/j.ecresq.2024.09.008
Yue Ma , Xiyuan Jia , Lucy Pappas , Yian Guo , Tianli Feng , Jieyuan Feng , Scott Rozelle
In rural China, there exists a gender gap in academic achievement where girls outperform boys, suggesting similar differences in early language development. Moreover, recent research has revealed that children in peri-urban communities have worse language outcomes than children in rural communities. This study examines the impact of gender on early language development in low-SES, peri-urban Chinese communities. Data from 81 children (56.79% boys) aged 18-24 months (Mage = 21.16) living in peri-urban China were collected using two caregiver-reported tests for child language development and ability, and language environment analysis technology for measuring the home language environment. Results show that in peri-urban communities, girls were generally exposed to more adult-child conversations and showed higher counts of vocalizations than did boys; girls scored higher on language development measures than did boys. The implications of these findings on the gender gap and child development are discussed.
{"title":"The gender gap in early language development among children from peri-urban China","authors":"Yue Ma , Xiyuan Jia , Lucy Pappas , Yian Guo , Tianli Feng , Jieyuan Feng , Scott Rozelle","doi":"10.1016/j.ecresq.2024.09.008","DOIUrl":"10.1016/j.ecresq.2024.09.008","url":null,"abstract":"<div><div>In rural China, there exists a gender gap in academic achievement where girls outperform boys, suggesting similar differences in early language development. Moreover, recent research has revealed that children in peri-urban communities have worse language outcomes than children in rural communities. This study examines the impact of gender on early language development in low-SES, peri-urban Chinese communities. Data from 81 children (56.79% boys) aged 18-24 months (<em>M<sub>age</sub> =</em> 21.16) living in peri-urban China were collected using two caregiver-reported tests for child language development and ability, and language environment analysis technology for measuring the home language environment. Results show that in peri-urban communities, girls were generally exposed to more adult-child conversations and showed higher counts of vocalizations than did boys; girls scored higher on language development measures than did boys. The implications of these findings on the gender gap and child development are discussed.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 154-166"},"PeriodicalIF":3.2,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142420001","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 : 2024-10-05DOI: 10.1016/j.ecresq.2024.09.009
Katherine A. Hails, Anna Cecilia McWhirter, Audrey C.B. Sileci, Elizabeth A. Stormshak
Online parenting interventions hold promise for increasing access to behavioral support for families with low income and who reside in rural areas. The current study evaluates the efficacy of a mobile app-based parenting support program, the Family Check-Up Online (FCU-O) with telehealth coaching support, for parents of children 1.5-5 years old at risk of experiencing parenting challenges. We tested effects of the FCU-O on parent wellbeing (parenting self-efficacy and symptoms of depression and anxiety) and parent-reported parenting skills (support for positive behavior, limit-setting, and proactive parenting) at the 3-month follow-up in a randomized controlled trial (FCU-O versus control). We also tested relationships between parents’ baseline characteristics and their engagement with the app and telehealth coaching. Eligibility criteria included endorsing depressive symptoms or current or past substance misuse. Participants (N = 356) were predominantly White (72%) and low-income, with 43% of families residing in a rural area. Approximately one-third-of participants reported clinically significant symptoms of anxiety or depression and one-third-endorsed a lifetime history of opioid misuse. Intent to treat analyses tested effects of the FCU-O on parent wellbeing and parenting skills. The FCU-O was associated with improvements to parents’ support for positive behavior, limit-setting, and proactive parenting skills, as well as parenting self-efficacy and depressive symptoms. Parents’ initial symptoms of depression and anxiety significantly predicted greater telehealth coach engagement; low levels of initial self-reported skills positive behavior support and limit-setting significantly predicted greater app engagement. Results provide support for the FCU-O as a preventive parenting intervention for parents experiencing mental health challenges, with implications for reducing barriers to accessing parenting support for underserved families.
{"title":"Family Check-Up Online effects on parenting and parent wellbeing in families of toddler to preschool-age children","authors":"Katherine A. Hails, Anna Cecilia McWhirter, Audrey C.B. Sileci, Elizabeth A. Stormshak","doi":"10.1016/j.ecresq.2024.09.009","DOIUrl":"10.1016/j.ecresq.2024.09.009","url":null,"abstract":"<div><div>Online parenting interventions hold promise for increasing access to behavioral support for families with low income and who reside in rural areas. The current study evaluates the efficacy of a mobile app-based parenting support program, the Family Check-Up Online (FCU-O) with telehealth coaching support, for parents of children 1.5-5 years old at risk of experiencing parenting challenges. We tested effects of the FCU-O on parent wellbeing (parenting self-efficacy and symptoms of depression and anxiety) and parent-reported parenting skills (support for positive behavior, limit-setting, and proactive parenting) at the 3-month follow-up in a randomized controlled trial (FCU-O versus control). We also tested relationships between parents’ baseline characteristics and their engagement with the app and telehealth coaching. Eligibility criteria included endorsing depressive symptoms or current or past substance misuse. Participants (<em>N =</em> 356) were predominantly White (72%) and low-income, with 43% of families residing in a rural area. Approximately one-third-of participants reported clinically significant symptoms of anxiety or depression and one-third-endorsed a lifetime history of opioid misuse. Intent to treat analyses tested effects of the FCU-O on parent wellbeing and parenting skills. The FCU-O was associated with improvements to parents’ support for positive behavior, limit-setting, and proactive parenting skills, as well as parenting self-efficacy and depressive symptoms. Parents’ initial symptoms of depression and anxiety significantly predicted greater telehealth coach engagement; low levels of initial self-reported skills positive behavior support and limit-setting significantly predicted greater app engagement. Results provide support for the FCU-O as a preventive parenting intervention for parents experiencing mental health challenges, with implications for reducing barriers to accessing parenting support for underserved families.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 144-153"},"PeriodicalIF":3.2,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142420000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-03DOI: 10.1016/j.ecresq.2024.09.010
Jordan E. Greenburg , Victor Ortiz-Cortes , Caitlin Hines , Adam Winsler
The ability of public-school pre-K programs to promote the school readiness of children and provide a seamless transition to kindergarten is theorized to be dependent in part on children remaining in the same school. Research on school mobility in elementary and middle school shows that switching schools is associated with poorer academic outcomes. However, less is known about the transition between public school pre-K and kindergarten. Further, research has not typically considered if detrimental effects of moving schools depend on the quality of the schools to which children move. This study assessed whether switching to a different school during the transition between pre-K to kindergarten was associated with poorer academic outcomes from kindergarten to 3rd grade, and whether a positive change in school quality moderated effects of mobility. Data from a large (N = 18,775), ethnically diverse (35% Black, 55% Latino, 10% White/Asian/Other), predominantly low-income (73.2% receiving free/reduced-price lunch) sample suggested that switching schools between pre-K and kindergarten was associated with poorer reading and math performance in 2nd and 3rd grade. Further, children who switched schools during this timeframe also missed more days of school, and English Language Learners reached English proficiency later than their non-mobile peers. Interactions between positive quality change and school mobility suggest that the negative effects of mobility were mitigated for those who experienced a positive quality change in addition to a school move.
{"title":"Outcomes associated with school mobility from public school Pre-K to kindergarten","authors":"Jordan E. Greenburg , Victor Ortiz-Cortes , Caitlin Hines , Adam Winsler","doi":"10.1016/j.ecresq.2024.09.010","DOIUrl":"10.1016/j.ecresq.2024.09.010","url":null,"abstract":"<div><div>The ability of public-school pre-K programs to promote the school readiness of children and provide a seamless transition to kindergarten is theorized to be dependent in part on children remaining in the same school. Research on school mobility in elementary and middle school shows that switching schools is associated with poorer academic outcomes. However, less is known about the transition between public school pre-K and kindergarten. Further, research has not typically considered if detrimental effects of moving schools depend on the quality of the schools to which children move. This study assessed whether switching to a different school during the transition between pre-K to kindergarten was associated with poorer academic outcomes from kindergarten to 3rd grade, and whether a positive change in school quality moderated effects of mobility. Data from a large (<em>N</em> = 18,775), ethnically diverse (35% Black, 55% Latino, 10% White/Asian/Other), predominantly low-income (73.2% receiving free/reduced-price lunch) sample suggested that switching schools between pre-K and kindergarten was associated with poorer reading and math performance in 2<sup>nd</sup> and 3rd grade. Further, children who switched schools during this timeframe also missed more days of school, and English Language Learners reached English proficiency later than their non-mobile peers. Interactions between positive quality change and school mobility suggest that the negative effects of mobility were mitigated for those who experienced a positive quality change in addition to a school move.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 110-119"},"PeriodicalIF":3.2,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142419997","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 : 2024-10-03DOI: 10.1016/j.ecresq.2024.09.006
Elizabeth Pelletier , Scott W. Allard , Julia Karon , Taryn W. Morrissey
Given the importance of early care and education (ECE) programs for children's development and parents’ labor force participation, it is critical to ensure communities — particularly those home to historically marginalized populations — have predictable and equitable access to programming and services. Yet, there are few useful data resources and thus relatively little research examining variation in local access to ECE programs. In this article, we examine county-level disparities in participation in and availability of ECE centers by child poverty rate, racial and ethnic composition, and urban-rural geography using a unique national dataset of county-level ECE program enrollment and expenditures from 2000 to 2019. Measures of ECE access in these data reflect a mix of publicly provided and funded programs, as well as privately-run programs that may be operated by nonprofit or for-profit entities. Findings suggest that public ECE per capita enrollment is higher in rural than urban counties, whereas private ECE program enrollment appears more highly concentrated in urban counties. Counties with higher child poverty rates also have lower enrollment rates at private ECE centers compared to counties with lower child poverty rates. We find mixed results when comparing public (e.g., public preschool, Head Start) and private ECE enrollment across counties by racial and ethnic composition. Finally, we examine year-over-year volatility in ECE enrollment and expenditures and find that public ECE programs are more stable compared to private ECE programming, which may promote equity in ECE stability.
{"title":"The spatial inequality of early care and education centers","authors":"Elizabeth Pelletier , Scott W. Allard , Julia Karon , Taryn W. Morrissey","doi":"10.1016/j.ecresq.2024.09.006","DOIUrl":"10.1016/j.ecresq.2024.09.006","url":null,"abstract":"<div><div>Given the importance of early care and education (ECE) programs for children's development and parents’ labor force participation, it is critical to ensure communities — particularly those home to historically marginalized populations — have predictable and equitable access to programming and services. Yet, there are few useful data resources and thus relatively little research examining variation in local access to ECE programs. In this article, we examine county-level disparities in participation in and availability of ECE centers by child poverty rate, racial and ethnic composition, and urban-rural geography using a unique national dataset of county-level ECE program enrollment and expenditures from 2000 to 2019. Measures of ECE access in these data reflect a mix of publicly provided and funded programs, as well as privately-run programs that may be operated by nonprofit or for-profit entities. Findings suggest that public ECE per capita enrollment is higher in rural than urban counties, whereas private ECE program enrollment appears more highly concentrated in urban counties. Counties with higher child poverty rates also have lower enrollment rates at private ECE centers compared to counties with lower child poverty rates. We find mixed results when comparing public (e.g., public preschool, Head Start) and private ECE enrollment across counties by racial and ethnic composition. Finally, we examine year-over-year volatility in ECE enrollment and expenditures and find that public ECE programs are more stable compared to private ECE programming, which may promote equity in ECE stability.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 120-132"},"PeriodicalIF":3.2,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142419998","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 : 2024-10-03DOI: 10.1016/j.ecresq.2024.09.004
Christina M. Stephens , Danielle A. Crosby , Kierra Sattler , Andrew J. Supple , Catherine Scott-Little
Despite evidence of the benefits of early care and education (ECE) for child development and family employment, the supply of providers is scarce and variable; leading many families with young children to experience limited and inequitable access. To examine the multidetermined nature of access, this study leverages a multidimensional, family-centered definition and a nationally representative sample of families of preschoolers from the Early Childhood Longitudinal Study – Birth Cohort to examine (1) patterns of access-related features present in preschool-age children's ECE arrangements, and (2) child characteristics, household circumstances, and care setting type that may be related to patterns of access. Latent class analysis model enumeration revealed five latent classes of children's nonparental care arrangements along features of accessibility: High Across Most Access Features (26.4 %), Single, Long-Term Provider (30.1 %), Limited Across Most Access Features (11.6 %), Low Affordability, Multiple Providers (10.1 %), and High Affordability, Recent Transition (21.8 %). These results suggested many children were in ECE that met multiple dimensions of access, with others in care arrangements that reflected trade-offs. Children were also differentially classified into types of ECE arrangements in relation to care setting type, race/ethnicity, income, household urbanicity, and parental employment. The implications of investigating ECE access as a multidimensional construct, and recommendations for how ECE providers and policy can more closely align with family needs are discussed.
尽管有证据表明，早期保育和教育（ECE）对儿童发展和家庭就业大有裨益，但提供者稀缺且不稳定，导致许多有幼儿的家庭在获得早期保育和教育的机会方面受到限制且不公平。为了研究幼儿保育和教育的多决定性，本研究采用了多维度、以家庭为中心的定义，并从 "幼儿纵向研究-出生队列"（Early Childhood Longitudinal Study - Birth Cohort）中抽取了具有全国代表性的学龄前儿童家庭样本，以研究：（1）学龄前儿童的幼儿保育和教育安排中与保育和教育相关的特征模式；（2）可能与保育和教育模式相关的儿童特征、家庭环境和保育环境类型。潜类分析模型枚举揭示了儿童非父母托育安排中与可获得性特征相关的五个潜类：大多数可获得性特征高（26.4%）、单一、长期提供者（30.1%）、大多数可获得性特征有限（11.6%）、可负担性低、多个提供者（10.1%）和可负担性高、近期过渡（21.8%）。这些结果表明，许多儿童所接受的幼儿教育符合多方面的入学条件，而其他儿童所接受的保育安排则体现了权衡利弊的原则。根据保育机构类型、种族/民族、收入、家庭城市化程度和父母就业情况，儿童被划分到不同的幼教安排类型。本文讨论了将幼儿教育机会作为一个多维结构进行调查的意义，并就幼儿教育提供者和政策如何更密切地满足家庭需求提出了建议。
{"title":"Multidimensional patterns of early care and education access through a family centered lens","authors":"Christina M. Stephens , Danielle A. Crosby , Kierra Sattler , Andrew J. Supple , Catherine Scott-Little","doi":"10.1016/j.ecresq.2024.09.004","DOIUrl":"10.1016/j.ecresq.2024.09.004","url":null,"abstract":"<div><div>Despite evidence of the benefits of early care and education (ECE) for child development and family employment, the supply of providers is scarce and variable; leading many families with young children to experience limited and inequitable access. To examine the multidetermined nature of access, this study leverages a multidimensional, family-centered definition and a nationally representative sample of families of preschoolers from the Early Childhood Longitudinal Study – Birth Cohort to examine (1) patterns of access-related features present in preschool-age children's ECE arrangements, and (2) child characteristics, household circumstances, and care setting type that may be related to patterns of access. Latent class analysis model enumeration revealed five latent classes of children's nonparental care arrangements along features of accessibility: <em>High Across Most Access Features</em> (26.4 %), <em>Single, Long-Term Provider</em> (30.1 %), <em>Limited Across Most Access Features</em> (11.6 %), <em>Low Affordability, Multiple Providers</em> (10.1 %), and <em>High Affordability, Recent Transition</em> (21.8 %). These results suggested many children were in ECE that met multiple dimensions of access, with others in care arrangements that reflected trade-offs. Children were also differentially classified into types of ECE arrangements in relation to care setting type, race/ethnicity, income, household urbanicity, and parental employment. The implications of investigating ECE access as a multidimensional construct, and recommendations for how ECE providers and policy can more closely align with family needs are discussed.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 133-143"},"PeriodicalIF":3.2,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142419999","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 : 2024-10-01DOI: 10.1016/j.ecresq.2023.06.008
Nicole Gardner-Neblett , Xigrid Soto-Boykin
The purpose of this study was to investigate White early childhood educators’ beliefs about the effects of children’s use of African American English (AAE) on children’s academic performance. The study investigated the extent to which educators’ background and training, knowledge of AAE, and perceived competence predicted their beliefs. Two-hundred and nine White early childhood educators, working in preschool through third-grade settings, completed a survey on their perceptions of AAE, knowledge of AAE, and perceived competence when serving children who speak AAE. Results indicated that educators with less education had more negative beliefs about AAE on children’s performance. Training on cultural/linguistic diversity was associated with educators having more positive beliefs about AAE. Educators’ perceived competency about their capacity to serve AAE speakers moderated the associations between knowledge of AAE and beliefs about AAE. These findings highlight the imperative of professional learning experiences on the socio-political history, cultural significance, and linguistic features of AAE to counteract negative beliefs and promote pedagogy that leverages African American children’s language in ways that affirm their identities and support academic success.
{"title":"When kids be talkin’ Black: White educators’ beliefs about the effects of African American English on young children's achievement","authors":"Nicole Gardner-Neblett , Xigrid Soto-Boykin","doi":"10.1016/j.ecresq.2023.06.008","DOIUrl":"10.1016/j.ecresq.2023.06.008","url":null,"abstract":"<div><div>The purpose of this study was to investigate White early childhood educators’ beliefs about the effects of children’s use of African American English (AAE) on children’s academic performance. The study investigated the extent to which educators’ background and training, knowledge of AAE, and perceived competence predicted their beliefs. Two-hundred and nine White early childhood educators, working in preschool through third-grade settings, completed a survey on their perceptions of AAE, knowledge of AAE, and perceived competence when serving children who speak AAE. Results indicated that educators with less education had more negative beliefs about AAE on children’s performance. Training on cultural/linguistic diversity was associated with educators having more positive beliefs about AAE. Educators’ perceived competency about their capacity to serve AAE speakers moderated the associations between knowledge of AAE and beliefs about AAE. These findings highlight the imperative of professional learning experiences on the socio-political history, cultural significance, and linguistic features of AAE to counteract negative beliefs and promote pedagogy that leverages African American children’s language in ways that affirm their identities and support academic success.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages S15-S25"},"PeriodicalIF":3.2,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-01DOI: 10.1016/j.ecresq.2024.03.003
Amber M. Neal-Stanley , Jenille C. Morgan , Danielle J. Allen
The effects of persistent antiblackness are not without consequence for young Black children. It slowly kills, steals, and destroys the humanity, joy, and spirit of Black children in a phenomenon known as spirit murder. As a consequence, spirit murder is a spiritual problem requiring a spiritual solution. In order for Black children to be whole and well, they need life affirmation and spirit enrichment. As such, we call attention to the religious wealth and spiritual assets developed in the Black Church with the recognition that it has long leveraged faith as a means to combat the ills of anti-Black racism. We theorize religio-spiritual as an amalgamation of religious and spiritual capital and refers to the power that endows young Black children with spiritual knowledges, gifts, capabilities, and skills to not only cope with but challenge the anti-Black racism in their young lives. Limited studies have been conducted on the spiritual assets of the Black community, particularly as they translate to young Black children, necessitating a resurgence in attending to these competencies to further practices, programs, and policies that leverage this distinctive form of capital in service of the larger purpose of struggling toward social and racial justice.
{"title":"The religio-spiritual capital of the Black Church: A conceptual model for combatting antiblackness in the early years","authors":"Amber M. Neal-Stanley , Jenille C. Morgan , Danielle J. Allen","doi":"10.1016/j.ecresq.2024.03.003","DOIUrl":"10.1016/j.ecresq.2024.03.003","url":null,"abstract":"<div><div>The effects of persistent antiblackness are not without consequence for young Black children. It slowly kills, steals, and destroys the humanity, joy, and spirit of Black children in a phenomenon known as spirit murder. As a consequence, spirit murder is a spiritual problem requiring a spiritual solution. In order for Black children to be whole and well, they need life affirmation and spirit enrichment. As such, we call attention to the religious wealth and spiritual assets developed in the Black Church with the recognition that it has long leveraged faith as a means to combat the ills of anti-Black racism. We theorize religio-spiritual as an amalgamation of religious and spiritual capital and refers to the power that endows young Black children with spiritual knowledges, gifts, capabilities, and skills to not only cope with but challenge the anti-Black racism in their young lives. Limited studies have been conducted on the spiritual assets of the Black community, particularly as they translate to young Black children, necessitating a resurgence in attending to these competencies to further practices, programs, and policies that leverage this distinctive form of capital in service of the larger purpose of struggling toward social and racial justice.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages S118-S128"},"PeriodicalIF":3.2,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-01DOI: 10.1016/j.ecresq.2024.03.005
Yoko Yamamoto , Jin Li , Huiying Yang , Isabel Zhang
Ample evidence underscores the crucial role of parental support for children's learning (PSCL) in children's development and academic experiences. However, as a minoritized immigrant group, Chinese immigrant parenting practices frequently face negative perceptions. While extensive research has investigated Chinese immigrant families’ PSCL, research on young children's views of PSCL is scarce. This paper presents research conducted using a mixed methods design to examine low-SES and middle-SES Chinese American preschoolers’ developing views of PSCL. Participants were 213 4-year-old children with Chinese immigrant parents (98 low SES and 115 middle SES). Analysis of children's narratives derived from a child-story-completion method identified four themes related to PSCL: parental guidance and teaching, respect and parental authority, parents’ expectations and related actions, and close and reciprocal relationships. Results of ANCOVAs revealed that low-SES children mentioned more parental guidance/teaching and respect and parental authority than middle-SES children. We discuss these findings concerning cultural and socioeconomic contexts.
{"title":"Guidance and respect: Chinese American preschoolers’ perceptions of parental support for learning","authors":"Yoko Yamamoto , Jin Li , Huiying Yang , Isabel Zhang","doi":"10.1016/j.ecresq.2024.03.005","DOIUrl":"10.1016/j.ecresq.2024.03.005","url":null,"abstract":"<div><div>Ample evidence underscores the crucial role of parental support for children's learning (PSCL) in children's development and academic experiences. However, as a minoritized immigrant group, Chinese immigrant parenting practices frequently face negative perceptions. While extensive research has investigated Chinese immigrant families’ PSCL, research on young children's views of PSCL is scarce. This paper presents research conducted using a mixed methods design to examine low-SES and middle-SES Chinese American preschoolers’ developing views of PSCL. Participants were 213 4-year-old children with Chinese immigrant parents (98 low SES and 115 middle SES). Analysis of children's narratives derived from a child-story-completion method identified four themes related to PSCL: parental guidance and teaching, respect and parental authority, parents’ expectations and related actions, and close and reciprocal relationships. Results of ANCOVAs revealed that low-SES children mentioned more parental guidance/teaching and respect and parental authority than middle-SES children. We discuss these findings concerning cultural and socioeconomic contexts.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages S140-S149"},"PeriodicalIF":3.2,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143102316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-01DOI: 10.1016/j.ecresq.2024.05.012
Iheoma U. Iruka , Jack P. Shonkoff , Stephanie M. Curenton
{"title":"Racism under the skin: Connecting the dots between the threats of structural inequities and the biological embedding of adversity","authors":"Iheoma U. Iruka , Jack P. Shonkoff , Stephanie M. Curenton","doi":"10.1016/j.ecresq.2024.05.012","DOIUrl":"10.1016/j.ecresq.2024.05.012","url":null,"abstract":"","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages S150-S152"},"PeriodicalIF":3.2,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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