Early Childhood Research Quarterly最新文献_第8页

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 : 2025-10-01 Epub 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。

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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 : 2025-10-01 Epub 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。

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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 : 2025-10-01 Epub 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。

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引用次数: 0

Developmental health and vulnerability among young children in Pakistan: Findings from a large-scale early childhood development assessment in Karachi 巴基斯坦幼儿的发育健康和脆弱性：卡拉奇大规模幼儿发展评估的结果

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-10-01 Epub Date: 2025-07-28 DOI: 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.

评估和支持儿童早期发展是一项全球优先事项，然而，我们对包括巴基斯坦在内的中低收入国家（LMICs）幼儿发育健康的了解仍然有限。本研究使用乌尔都语翻译的早期发展工具（EDI），评估了9,372名幼儿园儿童(平均年龄= 6.2；Sd = 1.1；53.9%为女性)，在巴基斯坦卡拉奇的397所学校。我们还根据儿童的性别、家庭收入和种族背景，研究了他们在身体、社会情感和认知领域的脆弱性差异。逻辑回归分析的结果显示，10%的儿童在每个发展领域都很脆弱，28%的儿童在一个或多个领域都很脆弱。男孩、低收入家庭的孩子和少数民族背景的孩子在任何一个领域都更容易受到伤害。研究结果强调，在我们的研究中，经历过社会劣势的儿童更有可能成为发展弱势群体，这可能会对他们的进一步发展和在学校的成功产生负面影响。我们的研究结果强调，需要采取普遍和有针对性的干预措施来减少巴基斯坦儿童的脆弱性。这包括支持有风险的儿童亚群体，并从生命的早期阶段促进公平。

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引用次数: 0

The role of friends in the development of children’s classroom behavioral engagement and peer acceptance in kindergarten: A dyadic approach 朋友在幼儿园儿童课堂行为参与和同伴接受发展中的作用：一个二元方法

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-10-01 Epub Date: 2025-06-10 DOI: 10.1016/j.ecresq.2025.06.001

Marie-Claude Salvas , Fanny-Alexandra Guimond , Isabelle Archambault , Frank Vitaro , Philip MacGregor , Stéphane Cantin , Christelle Robert-Mazaye

Children’s classroom behavioral engagement and peer acceptance are linked to school readiness and positive educational outcomes. However, these developmental and social processes may depend on the social context in which children evolve. Thus, the friendships children develop in kindergarten may encourage classroom engagement and peer acceptance, based on the friends’ characteristics and the duration of the friendship. The study aimed to investigate how friends influence each other in the development of both classroom engagement and peer acceptance in kindergarten. We also examined whether peer selection and peer influence effects vary according to friendship stability and to child gender. Our sample consisted of 192 kindergarteners from Canada. Students were paired into mutual same-gender friend dyads, 45 of which were stable throughout the kindergarten year. Children’s classroom engagement was measured using teacher reports, whereas peer acceptance was measured using a peer nomination procedure. Data were analyzed using actor-partner interdependence models. Results indicated that friends’ peer acceptance and classroom engagement were reciprocally associated at the beginning of kindergarten, suggesting selection effects. Results also pointed to peer influence effects regarding peer acceptance (but not classroom engagement) when stable friendships were considered. Finally, findings revealed longitudinal actor effects for all dyads, such that when children were more engaged in class, they were also more accepted by peers over time (independent of their friendship stability). Well-accepted children were also more likely to be behaviorally engaged by the end of the school year but only if their friendship was stable. Results applied similarly to both boys and girls. This study suggests that having a stable friend may help children function better in the classroom.

儿童的课堂行为参与和同伴接受程度与入学准备和积极的教育成果有关。然而，这些发展和社会过程可能取决于儿童发展的社会环境。因此，基于朋友的特点和友谊的持续时间，儿童在幼儿园发展的友谊可能会促进课堂参与和同伴接受。本研究旨在探讨朋友在幼儿园课堂参与和同伴接纳的发展中如何相互影响。我们还研究了同伴选择和同伴影响效应是否会根据友谊的稳定性和儿童性别而变化。我们的样本包括来自加拿大的192名幼儿园儿童。学生们被分成同性朋友二人组，其中45人在整个幼儿园期间都是稳定的。儿童的课堂参与度是用教师报告来衡量的，而同伴接受度是用同伴提名程序来衡量的。使用参与者-合作伙伴相互依赖模型分析数据。结果表明，在幼儿园开始时，朋友的同伴接纳和课堂参与是相互相关的，表明选择效应。研究结果还指出，当考虑到稳定的友谊时，同伴影响对同伴接受（但不包括课堂参与度）的影响。最后，研究结果揭示了纵向行动者效应对所有二人组的影响，例如，当孩子们在课堂上更投入时，随着时间的推移，他们也更容易被同龄人接受（与他们的友谊稳定性无关）。受欢迎的孩子在学年结束时也更有可能在行为上投入，但前提是他们的友谊是稳定的。结果对男孩和女孩都适用。这项研究表明，有一个稳定的朋友可以帮助孩子更好地在课堂上发挥作用。

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引用次数: 0

#MathActivities on #SocialMedia: Examining content, design, and alignment with mathematical cognition research #SocialMedia上的#MathActivities：检查内容、设计和与数学认知研究的一致性

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-10-01 Epub Date: 2025-06-05 DOI: 10.1016/j.ecresq.2025.05.005

Mary DePascale , Juyun Lee , Eric Dearing

Social media is a popular tool for caregivers and educators to find and share learning activities for children. Yet there is little empirical work on the educational quality of these activities. The current study identified early learning (n = 108) and early math (n = 216) activities posted on TikTok. Activity videos were coded for the presence/absence of mathematical content and the extent to which activities aligned with theoretical and empirical evidence on promoting early learning and mathematical cognition. Results indicated that less than one-third-of early learning activities contained math content. Additionally, many early math activities were limited to basic, numerical skills and lacked alignment with learning science principles. Findings demonstrate the need for research on the implementation of these activities and are discussed with attention to improving public awareness of (a) the scope and importance of early math and (b) best practices for supporting children’s math learning.

社交媒体是看护人和教育工作者发现和分享儿童学习活动的流行工具。然而，关于这些活动的教育质量的实证研究却很少。目前的研究确定了在TikTok上发布的早期学习（n = 108）和早期数学（n = 216）活动。活动视频根据数学内容的存在/缺失以及活动与促进早期学习和数学认知的理论和经验证据的一致程度进行编码。结果表明，不到三分之一的早期学习活动包含数学内容。此外，许多早期的数学活动仅限于基本的数字技能，缺乏与学习科学原理的一致性。研究结果表明，有必要对这些活动的实施进行研究，并重点讨论如何提高公众对(a)早期数学的范围和重要性以及(b)支持儿童数学学习的最佳实践的认识。

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 : 2025-10-01 Epub 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。

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引用次数: 0

Peer effects in small-group language instruction 小团体语言教学中的同伴效应

IF 3.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-08-07 DOI: 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.

语言技能的习得是幼儿时期一项重要的发展任务。研究表明，年轻学生的语言技能与课堂上同龄人的语言技能有关。然而，这种关系还没有在幼儿期针对性小组（即第2层）教学的背景下进行探讨。本研究估计了同伴语言技能与学龄前（n = 522）和幼儿园（n = 652）参加有针对性的小团体语言干预（共345个小团体）的学生的语言发展之间的关系。研究结果表明，同伴语言技能与定向小团体教学中学生语言技能的发展有关。然而，这些关系似乎是复杂的，并且根据语言技能、同伴语言技能的概念化、年级水平和考前分数而变化。

引用次数: 0

Potential moderators of the association between parental psychological distress and perceived child externalizing behaviors 父母心理困扰与感知到的儿童外化行为之间关系的潜在调节因素

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-07-01 Epub Date: 2025-04-10 DOI: 10.1016/j.ecresq.2025.03.007

Abigail J. Anderson , Christina M. Rodriguez

Parental psychological distress is a commonly examined risk factor for the emergence of child problem behaviors, but the factors that may influence that relationship—like parental social support satisfaction and coping skills—have not been adequately explored. The current longitudinal study examined the association between maternal and paternal psychological distress in relation to subsequent perceived child externalizing behaviors, considering these two parental resources as moderators. The sample included a racially and socioeconomically diverse group of first-time mothers and their partners. Mothers and fathers reported their current psychological distress, social support satisfaction, and problem-focused coping at child age 6 months, 18 months, and 4 years of age, as well as reporting on child externalizing behaviors in the last two waves. For mothers, both social support satisfaction and coping at 18 months moderated the relationship between their psychological distress and subsequent perceived child externalizing behaviors. Specifically, higher coping self-efficacy predicted lower perceived child externalizing behaviors at lower levels of maternal psychological distress but did not buffer at higher distress levels. Further, lower levels of social support satisfaction exacerbated the link between maternal psychological distress and child externalizing behaviors, whereas higher social support satisfaction buffered this association. No significant interactions were observed for fathers. Results of this study emphasize the distinct relations among these variables for mothers and fathers, while highlighting potentially interactive processes involved in understanding the emergence of parent-reported children's externalizing behaviors.

父母的心理困扰是儿童问题行为出现的常见风险因素，但可能影响这种关系的因素，如父母的社会支持满意度和应对技能，尚未得到充分的探讨。目前的纵向研究考察了母亲和父亲的心理困扰与随后感知到的孩子外化行为之间的关系，认为这两种父母资源是调节因素。样本包括种族和社会经济不同的第一次做妈妈的人和她们的伴侣。在孩子6个月、18个月和4岁时，父母报告了他们当前的心理困扰、社会支持满意度和问题处理，并报告了最后两波孩子的外化行为。对于母亲来说，18个月时的社会支持满意度和应对都调节了她们的心理困扰和随后感知到的孩子外化行为之间的关系。具体而言，较高的应对自我效能在较低水平的母亲心理困扰时预测较低的儿童外化行为，但在较高水平的母亲心理困扰时没有缓冲作用。此外，较低的社会支持满意度水平加剧了母亲心理困扰与儿童外化行为之间的联系，而较高的社会支持满意度则缓冲了这种联系。在父亲身上没有观察到显著的相互作用。本研究的结果强调了母亲和父亲这些变量之间的独特关系，同时强调了潜在的互动过程，涉及理解父母报告的儿童外化行为的出现。

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引用次数: 0

Associations between daily parent–teacher communication, child’s problem behavior, and parent–child relationship mediated by parental self-efficacy 父母自我效能感对亲子日常沟通、儿童问题行为与亲子关系的影响

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-07-01 Epub Date: 2025-05-16 DOI: 10.1016/j.ecresq.2025.05.001

Keiko K. Fujisawa , Kayo Nozaki , Michio Naoi , Chizuru Shikishima , Hideo Akabayashi

This study investigated the role that daily communication between parents and teachers in childcare centers plays in enhancing parental self-efficacy, which in turn decreases the child’s problem behaviors and improves the parent–child relationship. The data were drawn from 239 children (boys: N = 141; girls: N = 98; mean (SD) age = 4.95 (0.99) years) in formal childcare settings from the Japan Child Panel Survey-Preschool Survey. The results showed that daily communication between parents and teachers was positively related to parental self-efficacy, which was negatively related to child’s problem behaviors and the conflictive parent–child relationship. Mediation analysis showed that parental self-efficacy mediated the association between parent–teacher communication and child’s outcome and parent–child relationship. Furthermore, the association between parent–teacher communication and parental self-efficacy was moderated by socioeconomic status (SES), suggesting that higher-SES parents benefited more from daily parent–teacher communication compared with lower-SES parents. Child’s daily experiences at childcare centers were not related to parental self-efficacy or any other outcomes. These findings suggest that daily communication between parents and teachers in childcare centers plays an indispensable role in supporting parents, which ultimately leads to positive child development and family well-being.

本研究旨在探讨幼儿中心家长与教师的日常沟通对提高家长自我效能感的作用，进而减少幼儿的问题行为，改善亲子关系。数据来自239名儿童(男孩：N = 141；女孩：N = 98；平均（SD）年龄= 4.95（0.99）岁，来自日本儿童小组调查-学前调查。结果显示，父母与教师的日常沟通与父母自我效能感呈正相关，与孩子的问题行为和冲突亲子关系呈负相关。中介分析显示，父母自我效能感在亲子沟通对孩子结果和亲子关系的影响中起中介作用。此外，父母与教师日常沟通对父母自我效能感的影响受社会经济地位的调节，表明社会经济地位高的父母比社会经济地位低的父母从日常父母与教师的沟通中获益更多。儿童在托儿中心的日常经历与父母的自我效能感或任何其他结果无关。这些研究结果表明，在托儿中心，父母和老师之间的日常沟通在支持父母方面发挥着不可或缺的作用，最终导致儿童的积极发展和家庭幸福。

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引用次数: 0