Early Childhood Research Quarterly最新文献_第7页

Family processes of socializing young children’s persistence in challenging tasks among racial/ethnic diverse low-income families 不同种族/民族低收入家庭中幼儿坚持挑战性任务的社会化家庭过程

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-07-25 DOI: 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.

本研究考察了低收入家庭中不同种族/民族儿童掌握动机发展的相关家庭过程，特别是他们对挑战性任务的坚持。我们假设，累积的家庭困难和随后的父母痛苦会预测父母的社交行为（即自主支持、认知刺激和侵入性），进而影响儿童的掌握持久性。样本来自早期开端研究和评估研究（N = 1558, 51%的男孩，41%的白人，33%的黑人，26%的西班牙裔）。在基线时收集家庭情况，在24个月时采访父母的痛苦，在36个月时观察儿童在挑战性任务中的坚持和父母的社交行为。结果表明，在整体样本中，累积家庭困难与幼儿坚持的关系通过父母的痛苦和观察到的父母的认知刺激来中介。在三个种族/族裔群体中发现了家庭过程的相似性和差异性。具体来说，父母痛苦的中介作用仅在黑人家庭中被确定，而在白人或西班牙裔家庭中没有。此外，只有在白人家庭中，父母的侵入性与孩子的低水平坚持有关，而在其他两个种族/民族群体中则没有。父母自主支持和认知刺激的中介作用在三组间是一致的。这些结果揭示了关注父母积极行为的重要性，特别是认知刺激，并强调了文化响应计划的必要性，以帮助家庭培养幼儿对具有挑战性任务的坚持。

{"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}

引用次数: 0

Modeling the mechanisms through which conditions of poverty are associated with late language emergence in young children 对贫困状况与幼儿语言出现较晚相关的机制进行建模

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-07-24 DOI: 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.

在经济困难的家庭中长大的孩子，与在社会经济条件较好的家庭中长大的孩子相比，出现语言迟缓和语言障碍的比例相对较高。家庭压力模型为理解经历贫困如何影响晚期语言出现(LLE；也就是晚说话)在两岁的幼儿中。运用五维模型，我们探讨了经济困难和压力影响父母心理困扰和关系冲突的假设，进而导致育儿中断，这可能导致幼儿LLE。我们使用14个关键指标对家庭压力模型的这五个维度进行建模，分析样本为246名低收入母亲及其两岁的孩子。结果为家庭压力模型提供了支持，该模型适用于理解经历贫困对LLE的贡献，例如，随着中断养育的一个标准差增加，儿童被确定为晚说话者的可能性的z分数预计将增加0.22。我们的分析表明，贫困经历可能会破坏早期语言发展的机制，尽管在这个关键的发展时期，有必要进一步探索家庭动态的影响。

{"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}

引用次数: 0

School readiness of dual language learners in Migrant and Seasonal Head Start (MSHS): The role of dominant language of classroom interactions and socioeconomic status 移民和季节性领先（MSHS）中双语学习者的入学准备：主导语言在课堂互动和社会经济地位中的作用

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-07-14 DOI: 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.

移民和季节性农场工人（MSFWs）的孩子在美国是一个高度弱势和未受充分教育的群体，他们有独特的教育和社会语言需求。本研究利用参加移民和季节性开端（MSHS）项目的msfw儿童的全国代表性数据，调查西班牙语-英语双语学习者（dls）的入学准备技能与他们课堂互动的主导语言和家庭社会经济地位（SES），特别是母亲教育和贫困状况之间的关系。我们研究了课堂互动的主导语言与SES在塑造入学准备技能方面的直接联系和相互作用。结果显示，与英语相比，外语学习者在课堂上以西班牙语为主的互动预示着更高的西班牙语读写技能，而对英语读写技能没有显著影响。贫困状况与较弱的西班牙语技能相关。虽然母亲教育与入学准备没有直接关系，但在预测入学准备时，它与dll课堂互动的主导语言相互作用。也就是说，母语为西班牙语的孩子在课堂上的互动更强，预示着他们学习技能的方法也会更高，但这种影响只出现在母亲受过高中或更高教育的孩子身上。这表明西班牙语在课堂上的优势可能会使MSHS环境下相对更有优势的孩子受益。通过捕捉课堂互动中主导语言的连续性，本研究提供了语言体验和社会经济地位因素之间复杂相互作用的见解，为促进来自MSFW背景的dll的入学准备提供了微妙的暗示。

{"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}

引用次数: 0

Unravelling the pathways among relational language, number ordering skills, and number line estimation performance in Hong Kong kindergarten children 香港幼稚园儿童关系语言、数字排序技巧与数轴估计表现之关系研究

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-07-04 DOI: 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。

{"title":"Unravelling the pathways among relational language, number ordering skills, and number line estimation performance in Hong Kong kindergarten children","authors":"Jenny Yun-Chen Chan , Winnie Wai Lan Chan","doi":"10.1016/j.ecresq.2025.06.004","DOIUrl":"10.1016/j.ecresq.2025.06.004","url":null,"abstract":"<div><div>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 (<em>N</em> = 255; 50 % male, 50 % female) to test the predictive links among these constructs. We found that children’s relational language knowledge (<em>β</em>s = .21; <em>p</em>s < .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.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 101-111"},"PeriodicalIF":3.2,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144562846","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

Exploring the role of early childhood educators’ emotion socialization strategies in the development of young children’s social and non-social play behaviors 探讨幼儿教育者的情绪社会化策略在幼儿社会性和非社会性游戏行为发展中的作用

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-07-04 DOI: 10.1016/j.ecresq.2025.06.005

Tiril Wilhelmsen , Ratib Lekhal , Veslemøy Rydland , Robert J. Coplan

It is widely postulated that caregivers’ emotion socialization strategies support children’s positive socio-emotional functioning with peers. However, this theoretical model has been rarely examined empirically in the context of early childhood education and care (ECEC), despite ECEC being a prominent environment for children to practice peer play (a robust marker variable for social and emotional competencies). This study explored the role of ECEC teachers’ emotion coaching and emotion distracting strategies in the development of children’s social and non-social play behaviors over time. Participants were 275 teachers and 487 children (aged 36–57 months) from 123 classrooms in 56 ECEC centers in Norway. Results from multilevel linear mixed modeling analyses indicated that emotion coaching was associated with a steeper increase in social play and steeper decrease in reticent behavior. In contrast, although emotion distracting was also associated with a steeper decrease in reticent behavior, it also predicted a less steep increase in social play. These results suggest that emotion coaching is a supportive socialization strategy for children’s peer relations in ECEC, whereas findings for distracting were more mixed. Using responses from multiple teachers within each classroom to examine both average classroom scores, in addition to minimum and maximum classroom scores, offers a novel insight into the group dynamics of teacher-child interactions in ECEC to support children’s peer relations.

人们普遍认为，照顾者的情绪社会化策略支持儿童与同伴的积极社会情绪功能。然而，这一理论模型很少在幼儿教育和护理（ECEC）的背景下进行实证检验，尽管ECEC是儿童练习同伴游戏（社会和情感能力的强大标记变量）的突出环境。本研究探讨了幼儿园教师情绪指导和情绪分散策略在儿童社交和非社交游戏行为发展中的作用。参与者是来自挪威56个ECEC中心123个教室的275名教师和487名儿童（年龄36-57个月）。多层线性混合模型分析的结果表明，情绪指导与社交游戏的急剧增加和沉默行为的急剧减少有关。相比之下，虽然情绪分散也与沉默行为的急剧减少有关，但它也预示着社交游戏的增加幅度较小。这些结果表明，情绪指导是一种支持幼儿同伴关系的社会化策略，而分散注意力的结果则更为复杂。利用每个教室内多位教师的回答来检查平均课堂分数，以及最低和最高课堂分数，为ECEC中支持儿童同伴关系的师生互动的群体动态提供了新的见解。

{"title":"Exploring the role of early childhood educators’ emotion socialization strategies in the development of young children’s social and non-social play behaviors","authors":"Tiril Wilhelmsen , Ratib Lekhal , Veslemøy Rydland , Robert J. Coplan","doi":"10.1016/j.ecresq.2025.06.005","DOIUrl":"10.1016/j.ecresq.2025.06.005","url":null,"abstract":"<div><div>It is widely postulated that caregivers’ emotion socialization strategies support children’s positive socio-emotional functioning with peers. However, this theoretical model has been rarely examined empirically in the context of early childhood education and care (ECEC), despite ECEC being a prominent environment for children to practice peer play (a robust marker variable for social and emotional competencies). This study explored the role of ECEC teachers’ emotion coaching and emotion distracting strategies in the development of children’s social and non-social play behaviors over time. Participants were 275 teachers and 487 children (aged 36–57 months) from 123 classrooms in 56 ECEC centers in Norway. Results from multilevel linear mixed modeling analyses indicated that emotion coaching was associated with a steeper increase in social play and steeper decrease in reticent behavior. In contrast, although emotion distracting was also associated with a steeper decrease in reticent behavior, it also predicted a less steep increase in social play. These results suggest that emotion coaching is a supportive socialization strategy for children’s peer relations in ECEC, whereas findings for distracting were more mixed. Using responses from multiple teachers within each classroom to examine both average classroom scores, in addition to minimum and maximum classroom scores, offers a novel insight into the group dynamics of teacher-child interactions in ECEC to support children’s peer relations.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 92-100"},"PeriodicalIF":3.2,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144557286","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

Understanding inattention, hyperactivity/impulsivity, and peer rejection in preschool: The potential role of conduct problems and prosocial behavior 理解学龄前儿童注意力不集中、多动/冲动和同伴排斥：行为问题和亲社会行为的潜在作用

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-06-25 DOI: 10.1016/j.ecresq.2025.06.003

Emily M. Glatt , Darcey M. Allan , W. John Monopoli

Peer relationships are imperative for healthy social and emotional development. In preschool, children are exposed to a new, structured environment, in which there is a sharp learning curve to adjust to unfamiliar expectations. Children with inattention (IA) and hyperactivity/impulsivity (H/I) may have limited social awareness and exhibit disruptive behaviors that lead to peer rejection. Beyond IA and H/I, additional factors may contribute to peer rejection. Conduct problems (e.g., defiance, aggression) and limited prosocial behavior (e.g., sharing, helping) are two social behaviors that are related to peer rejection and are typically observed in children with increased levels of IA and H/I. This study examined the degree to which conduct problems and prosocial behavior account for the link between IA, H/I, and peer rejection in a community sample of preschoolers. Data from 131 preschool children (91.6 % White, 45.8 % Female) who participated in a screening project were analyzed. Indirect effect pathways were examined using structural equation modeling (SEM) in MPlus. Results indicated that when conduct problems and prosocial behavior were included in each model, the direct effect of IA and H/I on peer rejection was no longer significant. Findings suggest that IA and H/I may not be the behaviors that are disrupting a preschooler’s social standing. Findings emphasize the influence preschoolers’ behaviors have on their social status, underscoring the relevance of early childhood when attempting to understand social developmental trajectories. Future longitudinal studies are needed to clarify temporal ordering and strengthen the basis for causal inference.

同伴关系对健康的社会和情感发展至关重要。在学龄前，孩子们暴露在一个新的、结构化的环境中，在这个环境中，有一个尖锐的学习曲线来适应不熟悉的期望。注意力不集中（IA）和多动/冲动（H/I）的儿童可能具有有限的社会意识，并表现出导致同伴排斥的破坏性行为。除了IA和H/I之外，其他因素也可能导致同伴排斥。行为问题（如反抗、攻击）和有限的亲社会行为（如分享、帮助）是两种与同伴排斥有关的社会行为，通常在IA和H/I水平升高的儿童中观察到。本研究以社区学龄前儿童为样本，考察了行为问题和亲社会行为在IA、H/I和同伴排斥之间的联系中的作用程度。对131名学龄前儿童（91.6%白人，45.8%女性）的数据进行分析。利用MPlus的结构方程模型（SEM）研究了间接效应途径。结果表明，当行为问题和亲社会行为被纳入每个模型时，IA和H/I对同伴拒绝的直接影响不再显著。研究结果表明，IA和H/I可能不是破坏学龄前儿童社会地位的行为。研究结果强调了学龄前儿童的行为对其社会地位的影响，强调了幼儿期在试图理解社会发展轨迹时的相关性。未来的纵向研究需要澄清时间顺序和加强因果推理的基础。

{"title":"Understanding inattention, hyperactivity/impulsivity, and peer rejection in preschool: The potential role of conduct problems and prosocial behavior","authors":"Emily M. Glatt , Darcey M. Allan , W. John Monopoli","doi":"10.1016/j.ecresq.2025.06.003","DOIUrl":"10.1016/j.ecresq.2025.06.003","url":null,"abstract":"<div><div>Peer relationships are imperative for healthy social and emotional development. In preschool, children are exposed to a new, structured environment, in which there is a sharp learning curve to adjust to unfamiliar expectations. Children with inattention (IA) and hyperactivity/impulsivity (H/I) may have limited social awareness and exhibit disruptive behaviors that lead to peer rejection. Beyond IA and H/I, additional factors may contribute to peer rejection. Conduct problems (e.g., defiance, aggression) and limited prosocial behavior (e.g., sharing, helping) are two social behaviors that are related to peer rejection and are typically observed in children with increased levels of IA and H/I. This study examined the degree to which conduct problems and prosocial behavior account for the link between IA, H/I, and peer rejection in a community sample of preschoolers. Data from 131 preschool children (91.6 % White, 45.8 % Female) who participated in a screening project were analyzed. Indirect effect pathways were examined using structural equation modeling (SEM) in MPlus. Results indicated that when conduct problems and prosocial behavior were included in each model, the direct effect of IA and H/I on peer rejection was no longer significant. Findings suggest that IA and H/I may not be the behaviors that are disrupting a preschooler’s social standing. Findings emphasize the influence preschoolers’ behaviors have on their social status, underscoring the relevance of early childhood when attempting to understand social developmental trajectories. Future longitudinal studies are needed to clarify temporal ordering and strengthen the basis for causal inference.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 82-91"},"PeriodicalIF":3.2,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144470786","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

“It is almost impossible to get a spot when you need it”: Understanding parental knowledge and experiences of Canada’s new child care policy promoting access to quality early childhood education and care “当你需要的时候，几乎不可能得到一个位置”：了解加拿大新的儿童保育政策的家长知识和经验，促进获得优质的幼儿教育和护理

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-06-24 DOI: 10.1016/j.ecresq.2025.05.004

Samantha Burns , Esther Yu , Jesseca Perlman , Kashish Kahlon , Michal Perlman

Starting in 2021/2022, Canada implemented a new early childhood education and care (ECEC) policy, the Canada-Wide Early Learning and Child Care (CWELCC). CWELCC aims to reduce the cost of child care to an average of $10CA/day. However, prior implementation of similar policies resulted in differential outcomes in terms of benefits received. The current mixed methods study examined 1341 parents’ knowledge and experiences with CWELCC. A total of 72.18 % of parents had heard about CWELCC, with the majority reporting information regarding reduction in cost. Benefits parents reported were largely around cost (41.98 %), while challenges were largely around access to full-time care (41.76 %). The most reported concerns were access and affordability. Concerns regarding affordability were related to increased anxiety (b = 0.40, SE = 0.13), whereas concerns about access and inclusion were related to depression (b = 0.35, SE = 0.16). Binary logistic regressions found differential knowledge and experiences with CWELCC based on family characteristics. For example, older parents and parents with higher income were less likely to have heard about CWELCC (OR = 1.07–1.19, 95 % CI [1.04–1.09, 1.10–1.30]). Employed parents were more likely to experience various benefits (OR = 1.69–2.14, 95 % CI [1.21–1.59, 2.39–2.75]). Differences were also found on knowledge, benefits, challenges, and concerns based on province, population density, and children’s characteristics. Implications for future research and policy are discussed.

从2021/2022年开始，加拿大实施了一项新的早期儿童教育和护理（ECEC）政策，即加拿大范围内的早期学习和儿童护理（CWELCC）。CWELCC的目标是将儿童保育费用降低到平均每天10加元。但是，先前执行的类似政策在获得的惠益方面造成了不同的结果。目前的混合方法研究调查了1341名家长对CWELCC的知识和经验。总共有72.18%的家长听说过CWELCC，其中大多数家长报告了有关降低成本的信息。父母报告的福利主要围绕成本（41.98%），而挑战主要围绕获得全日制护理（41.76%）。据报道，最令人担忧的问题是获得和负担得起。对负担能力的担忧与焦虑增加有关（b = 0.40, SE = 0.13），而对获取和包容的担忧与抑郁有关（b = 0.35, SE = 0.16）。二元逻辑回归发现基于家庭特征的CWELCC知识和经验存在差异。例如，年龄较大的父母和收入较高的父母不太可能听说过CWELCC （OR = 1.07-1.19, 95% CI[1.04-1.09, 1.10-1.30]）。有工作的父母更有可能享受到各种福利（OR = 1.69-2.14, 95% CI[1.21-1.59, 2.39-2.75]）。根据省份、人口密度和儿童特点，在知识、利益、挑战和关注方面也存在差异。讨论了对未来研究和政策的影响。

{"title":"“It is almost impossible to get a spot when you need it”: Understanding parental knowledge and experiences of Canada’s new child care policy promoting access to quality early childhood education and care","authors":"Samantha Burns , Esther Yu , Jesseca Perlman , Kashish Kahlon , Michal Perlman","doi":"10.1016/j.ecresq.2025.05.004","DOIUrl":"10.1016/j.ecresq.2025.05.004","url":null,"abstract":"<div><div>Starting in 2021/2022, Canada implemented a new early childhood education and care (ECEC) policy, the Canada-Wide Early Learning and Child Care (CWELCC). CWELCC aims to reduce the cost of child care to an average of $10CA/day. However, prior implementation of similar policies resulted in differential outcomes in terms of benefits received. The current mixed methods study examined 1341 parents’ knowledge and experiences with CWELCC. A total of 72.18 % of parents had heard about CWELCC, with the majority reporting information regarding reduction in cost. Benefits parents reported were largely around cost (41.98 %), while challenges were largely around access to full-time care (41.76 %). The most reported concerns were access and affordability. Concerns regarding affordability were related to increased anxiety (<em>b</em> = 0.40, <em>SE</em> = 0.13), whereas concerns about access and inclusion were related to depression (<em>b</em> = 0.35, SE = 0.16). Binary logistic regressions found differential knowledge and experiences with CWELCC based on family characteristics. For example, older parents and parents with higher income were less likely to have heard about CWELCC (<em>OR</em> = 1.07–1.19, 95 % <em>CI</em> [1.04–1.09, 1.10–1.30]). Employed parents were more likely to experience various benefits (<em>OR</em> = 1.69–2.14, 95 % <em>CI</em> [1.21–1.59, 2.39–2.75]). Differences were also found on knowledge, benefits, challenges, and concerns based on province, population density, and children’s characteristics. Implications for future research and policy are discussed.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 69-81"},"PeriodicalIF":3.2,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144470785","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

Reciprocal effects between phonological processing skills and Chinese word reading in kindergarten children: A longitudinal cross-lagged study 幼儿园儿童语音加工技能与汉语词汇阅读的交互效应：一项纵向交叉滞后研究

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-06-20 DOI: 10.1016/j.ecresq.2025.06.002

Xiujie Yang , Liushuang Zhang , Kaichun Liu , Yuehan Hong

The present study conducted a longitudinal examination of the bidirectional relationships between phonological processing skills (namely, phonological awareness, phonological memory, and rapid automatized naming (RAN)) and Chinese word reading abilities in kindergarten children. Phonological awareness, phonological memory, RAN, and Chinese word reading were assessed three times over a one-year period in a sample of 118 Chinese kindergarten children. Cross-lagged panel analysis revealed that RAN consistently predicted subsequent Chinese word reading, while Chinese word reading consistently accounted for a significant amount of variance in subsequent phonological awareness. Furthermore, a bidirectional cross-lagged relationship was observed between phonological awareness and phonological memory. These findings underscore the reciprocal influences of phonological awareness, RAN, and Chinese word reading during the early stages of reading acquisition, particularly in the initial phases of reading development among young children, emphasizing the importance of addressing and nurturing phonological awareness, RAN skills, and Chinese word reading proficiency in order to facilitate successful reading acquisition.

本研究对幼儿园儿童语音加工技能（即语音意识、语音记忆和快速自动命名）与汉语单词阅读能力之间的双向关系进行了纵向考察。在一年的时间里，对118名中国幼儿园儿童的语音意识、语音记忆、RAN和汉语单词阅读进行了三次评估。交叉滞后面板分析显示，RAN一致地预测了随后的汉语单词阅读，而汉语单词阅读一致地解释了随后的语音意识的显著差异。此外，语音意识与语音记忆之间存在双向交叉滞后关系。这些发现强调了在阅读习得的早期阶段，特别是在幼儿阅读发展的初始阶段，语音意识、RAN和汉语单词阅读的相互影响，强调了解决和培养语音意识、RAN技能和汉语单词阅读能力的重要性，以促进成功的阅读习得。

{"title":"Reciprocal effects between phonological processing skills and Chinese word reading in kindergarten children: A longitudinal cross-lagged study","authors":"Xiujie Yang , Liushuang Zhang , Kaichun Liu , Yuehan Hong","doi":"10.1016/j.ecresq.2025.06.002","DOIUrl":"10.1016/j.ecresq.2025.06.002","url":null,"abstract":"<div><div>The present study conducted a longitudinal examination of the bidirectional relationships between phonological processing skills (namely, phonological awareness, phonological memory, and rapid automatized naming (RAN)) and Chinese word reading abilities in kindergarten children. Phonological awareness, phonological memory, RAN, and Chinese word reading were assessed three times over a one-year period in a sample of 118 Chinese kindergarten children. Cross-lagged panel analysis revealed that RAN consistently predicted subsequent Chinese word reading, while Chinese word reading consistently accounted for a significant amount of variance in subsequent phonological awareness. Furthermore, a bidirectional cross-lagged relationship was observed between phonological awareness and phonological memory. These findings underscore the reciprocal influences of phonological awareness, RAN, and Chinese word reading during the early stages of reading acquisition, particularly in the initial phases of reading development among young children, emphasizing the importance of addressing and nurturing phonological awareness, RAN skills, and Chinese word reading proficiency in order to facilitate successful reading acquisition.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 59-68"},"PeriodicalIF":3.2,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144321297","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

The roles of early maternal parenting practices and children’s regulation in predicting English vocabulary in Spanish-speaking emerging bilingual children 早期母亲教养和儿童调节在预测西班牙语新兴双语儿童英语词汇中的作用

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-06-19 DOI: 10.1016/j.ecresq.2025.05.006

Jamie Theresa Lopez , Tracy L. Spinrad , Jodi Swanson, Lillian Ramirez Vasquez

Many children in the United States are growing up in homes with a non-English primary spoken language. Because students must learn and perform in English-language classrooms, understanding early factors and processes involved in developing English vocabulary is critical. With a longitudinal panel model, we examined the prediction of fifth-grade English vocabulary skills from both extrinsic (i.e., mothers’ warmth/responsive parenting) and intrinsic (i.e., self-regulation, Spanish vocabulary skills) factors, controlling for children’s sex, families’ socioeconomic status, and mothers’ English language proficiency among a Spanish-speaking subset of participants (N = 446) in the Early Head Start Research and Evaluation Project national dataset. Maternal warmth/responsivity assessed during infancy was positively associated with children’s self-regulation in toddlerhood. In turn, self-regulation was positively related to Spanish vocabulary in preschool, which positively predicted fifth-grade English vocabulary skills. Findings indicate that children’s own heritage language and emotionally supportive parenting practices benefit English vocabulary development, through children’s self-regulation skills, in low-income Spanish-speaking emerging bilingual children.

在美国，很多孩子都是在母语非英语的家庭中长大的。因为学生必须在英语课堂上学习和表现，所以了解发展英语词汇的早期因素和过程至关重要。通过纵向面板模型，我们从外在因素（即母亲的温暖/反应性养育）和内在因素（即自我调节，西班牙语词汇技能）两方面检验了五年级英语词汇技能的预测，在早期开端研究和评估项目国家数据集中，在讲西班牙语的参与者（N = 446）中，控制了儿童的性别、家庭的社会经济地位和母亲的英语语言能力。在婴儿期评估的母亲温暖/反应性与儿童在幼儿期的自我调节呈正相关。自我调节对幼儿的西班牙语词汇量有正向影响，对五年级英语词汇能力有正向影响。研究结果表明，在低收入西班牙语新兴双语儿童中，儿童自己的传统语言和情感支持的父母实践通过儿童的自我调节技能有利于英语词汇的发展。

{"title":"The roles of early maternal parenting practices and children’s regulation in predicting English vocabulary in Spanish-speaking emerging bilingual children","authors":"Jamie Theresa Lopez , Tracy L. Spinrad , Jodi Swanson, Lillian Ramirez Vasquez","doi":"10.1016/j.ecresq.2025.05.006","DOIUrl":"10.1016/j.ecresq.2025.05.006","url":null,"abstract":"<div><div>Many children in the United States are growing up in homes with a non-English primary spoken language. Because students must learn and perform in English-language classrooms, understanding early factors and processes involved in developing English vocabulary is critical. With a longitudinal panel model, we examined the prediction of fifth-grade English vocabulary skills from both extrinsic (i.e., mothers’ warmth/responsive parenting) and intrinsic (i.e., self-regulation, Spanish vocabulary skills) factors, controlling for children’s sex, families’ socioeconomic status, and mothers’ English language proficiency among a Spanish-speaking subset of participants (<em>N</em> = 446) in the Early Head Start Research and Evaluation Project national dataset. Maternal warmth/responsivity assessed during infancy was positively associated with children’s self-regulation in toddlerhood. In turn, self-regulation was positively related to Spanish vocabulary in preschool, which positively predicted fifth-grade English vocabulary skills. Findings indicate that children’s own heritage language and emotionally supportive parenting practices benefit English vocabulary development, through children’s self-regulation skills, in low-income Spanish-speaking emerging bilingual children.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 49-58"},"PeriodicalIF":3.2,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144314332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining the dimensions of inhibition and its relations to early academic skills and externalizing behaviors in a preschool-age sample 研究抑制的维度及其与学龄前儿童早期学术技能和外化行为的关系

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-06-10 DOI: 10.1016/j.ecresq.2025.05.003

Eric D. Hand , Christopher J. Lonigan

Inhibitory processes have been consistently linked to children’s academic and behavioral outcomes. Researchers have argued that response inhibition (i.e., the ability to suppress a prepotent response) and interference suppression (i.e., the ability to ignore task-irrelevant information) represent two distinct constructs in preschool-age children and may be differentially related to children’s academic and behavioral outcomes. However, due to issues with study design, the structure of inhibitory processes and their specific relations to academic and behavioral outcomes remains unclear. The goals of this study were to determine the structure of inhibitory processes with preschool-age children using tasks counterbalanced by measurement method (i.e., computerized vs. non-computerized) and to examine their relations to children’s early academic and behavioral outcomes. In this study, 167 preschool-age children were assessed on measures of response inhibition, interference suppression, and early academic skills (i.e., phonological awareness and early math). Teachers of participating children completed a measure of externalizing behaviors (i.e., the CTRS-15). Contrary to the reported results of other studies of preschool-age children, a two-factor model consisting of separate response inhibition and interference suppression factors did not provide a better fit than a one-factor model of inhibition. Results indicated that the unitary Inhibition factor was similarly related to phonological awareness and early math skills. The unitary Inhibition factor was significantly associated with ADHD-related behaviors but not oppositional-defiant behaviors. Implications of findings and future directions are discussed.

抑制过程一直与儿童的学业和行为结果有关。研究人员认为，反应抑制（即抑制阳性反应的能力）和干扰抑制（即忽略与任务无关的信息的能力）在学龄前儿童中代表了两种截然不同的构念，并且可能与儿童的学业和行为结果有不同的关系。然而，由于研究设计的问题，抑制过程的结构及其与学术和行为结果的具体关系尚不清楚。本研究的目的是通过测量方法（即计算机化与非计算机化）来确定学龄前儿童抑制过程的结构，并研究它们与儿童早期学业和行为结果的关系。本研究对167名学龄前儿童进行了反应抑制、干扰抑制和早期学术技能（即语音意识和早期数学）的评估。参与儿童的教师完成了一项外化行为测量（即CTRS-15）。与其他学龄前儿童研究报告的结果相反，由单独的反应抑制因子和干扰抑制因子组成的双因素模型并不比单因素抑制模型提供更好的拟合。结果表明，单一抑制因子与语音意识和早期数学技能有相似的关系。单一抑制因子与adhd相关行为显著相关，而与对立违抗行为无关。讨论了研究结果的意义和未来的发展方向。

{"title":"Examining the dimensions of inhibition and its relations to early academic skills and externalizing behaviors in a preschool-age sample","authors":"Eric D. Hand , Christopher J. Lonigan","doi":"10.1016/j.ecresq.2025.05.003","DOIUrl":"10.1016/j.ecresq.2025.05.003","url":null,"abstract":"<div><div>Inhibitory processes have been consistently linked to children’s academic and behavioral outcomes. Researchers have argued that response inhibition (i.e., the ability to suppress a prepotent response) and interference suppression (i.e., the ability to ignore task-irrelevant information) represent two distinct constructs in preschool-age children and may be differentially related to children’s academic and behavioral outcomes. However, due to issues with study design, the structure of inhibitory processes and their specific relations to academic and behavioral outcomes remains unclear. The goals of this study were to determine the structure of inhibitory processes with preschool-age children using tasks counterbalanced by measurement method (i.e., computerized vs. non-computerized) and to examine their relations to children’s early academic and behavioral outcomes. In this study, 167 preschool-age children were assessed on measures of response inhibition, interference suppression, and early academic skills (i.e., phonological awareness and early math). Teachers of participating children completed a measure of externalizing behaviors (i.e., the CTRS-15). Contrary to the reported results of other studies of preschool-age children, a two-factor model consisting of separate response inhibition and interference suppression factors did not provide a better fit than a one-factor model of inhibition. Results indicated that the unitary Inhibition factor was similarly related to phonological awareness and early math skills. The unitary Inhibition factor was significantly associated with ADHD-related behaviors but not oppositional-defiant behaviors. Implications of findings and future directions are discussed.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 39-48"},"PeriodicalIF":3.2,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144239913","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