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IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-10-01 DOI: 10.1016/S0885-2006(24)00133-9

引用次数: 0

Asian and Asian American early educators’ racial discrimination experiences and student well-being during COVID-19: A moderated mediation model 新冠肺炎期间亚裔和亚裔美国早期教育者种族歧视经历与学生幸福感：一个有调节的中介模型

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-10-01 DOI: 10.1016/j.ecresq.2024.05.013

Xinwei Zhang , Suge Zhang , Feiran Zhang , Tong Liu , Walter S. Gilliam , Ayse Cobanoglu , Thomas Murray

During the COVID-19 pandemic, anti-Asian racism intensified in the United States (US), impairing the mental health of Asians and Asian Americans. However, no research has investigated how Asian and Asian American early educators’ experiences of racism affect them and their students in early childhood education (ECE). Thus, this study examined how Asian and Asian American early educators’ racial discrimination experiences were associated with their students’ socioemotional and behavioral well-being both directly and indirectly through the educators’ mental health. We also investigated the moderating effect of neighborhood Asian concentration on these associations. Participants of this study were 1,196 Asian and Asian American early educators (85.18 % female) across the US. Data were obtained via educator self-report questionnaires and geocoding of their ECE program zip codes. The results of structural equation modeling showed that both Asian and Asian American early educators’ direct experience and witnessing of racism were positively associated with their own perceived helplessness and depression, as well as their students’ socioemotional and behavioral well-being issues. The educators’ direct experience of racism was also positively related to their perceived lack of self-efficacy. The educators’ perceived helplessness mediated the association between their direct experience and witnessing of racism and student well-being issues. Moreover, the educators’ perceived helplessness mediated the relationship between their direct experience of racism and their students’ well-being issues only in ECE programs located in neighborhoods with high Asian concentration. This study has significant implications for fostering a culturally inclusive milieu for students and Asian and Asian American early educators in ECE.

新冠肺炎疫情期间，美国的反亚裔种族主义愈演愈烈，损害了亚洲人和亚裔美国人的心理健康。然而，没有研究调查亚裔和亚裔美国早期教育工作者的种族主义经历如何影响他们和他们的学生在早期儿童教育（ECE）。因此，本研究考察了亚裔和美籍亚裔早期教育者的种族歧视经历如何通过教育者的心理健康直接或间接地与学生的社会情感和行为健康相关。我们还研究了亚洲人的邻里集中对这些关联的调节作用。本研究的参与者是美国各地1196名亚洲和亚裔美国早期教育工作者（85.18% %为女性）。数据是通过教育工作者自我报告问卷和地理编码他们的ECE计划邮政编码获得的。结构方程模型的结果显示，亚裔和亚裔美国早期教育者对种族主义的直接经历和目睹与他们自身的无助感和抑郁感以及学生的社会情绪和行为健康问题呈正相关。教育工作者对种族主义的直接体验也与他们感知到的自我效能感缺乏呈正相关。教育者的无助感在其直接经历和目睹种族主义与学生幸福感之间起中介作用。此外，教育工作者的感知无助感只在亚裔高集中社区的ECE项目中调解了他们直接经历种族主义与学生幸福问题之间的关系。本研究对培养欧洲经委会学生和亚裔及亚裔美国早期教育者的文化包容性环境具有重要意义。

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引用次数: 0

Toxic pathways: Exploring the impacts of vicarious and environmental racism on black youth in early childhood 有毒途径：探索替代和环境种族主义对早期儿童时期黑人青年的影响

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-10-01 DOI: 10.1016/j.ecresq.2023.12.015

Myles D. Moody , Lacee A. Satcher

Academic and public discourse continues to center discussions of structural racism, its effects, and policy remediation of its lasting impacts on the well-being of racial minorities over the life course. We contribute to this discourse through a research synthesis of scholarship on the health and well-being consequences of vicarious and environmental racism for Black youth. Utilizing a sociological perspective, we propose a model that 1) identifies the ways that racism vicariously impacts the health and well-being of Black children on the interpersonal level through discrimination, and 2) highlights how structural and environmental factors both exacerbate these experiences and impact health and well-being directly. The harmful effects of vicarious racism on Black children between birth and age 5 are well-documented. Given the lack of agency in early childhood, coupled with their caregivers’ heightened exposure to racialized adversity, we argue that Black youth are particularly vulnerable to racism's indirect impact on mental health and socioemotional development. Additionally, decades of research on environmental justice and environmental racism show yet another route through which structural racism shapes the health of racial minorities across the life course (e.g., toxic exposure, resource scarcity, urban heat). Despite this growing focus on how Black children's well-being is shaped through indirect experiences of racism, as well as the mental health impacts of personal and vicarious racism, few studies have coalesced these lines of research to better understand how to lessen and mitigate the impacts of these adverse exposures. As such, we emphasize strategies for psychological resilience and harm reduction.

学术和公共话语继续集中讨论结构性种族主义，它的影响，以及它对少数种族在生命过程中福祉的持久影响的政策补救。我们通过对黑人青年的替代和环境种族主义的健康和福祉后果的学术综合研究来促进这一论述。利用社会学视角，我们提出了一个模型，该模型1)确定种族主义通过歧视在人际层面上间接影响黑人儿童健康和福祉的方式，2)强调结构和环境因素如何加剧这些经历并直接影响健康和福祉。从出生到5岁，间接的种族主义对黑人儿童的有害影响是有据可查的。考虑到儿童早期缺乏代理，再加上他们的照顾者对种族逆境的高度暴露，我们认为黑人青年特别容易受到种族主义对心理健康和社会情感发展的间接影响。此外，几十年来对环境正义和环境种族主义的研究表明，结构性种族主义在整个生命过程中影响少数族裔健康的另一条途径（例如，接触有毒物质、资源稀缺、城市高温）。尽管人们越来越关注黑人儿童的福祉是如何通过间接的种族主义经历形成的，以及个人和间接种族主义对心理健康的影响，但很少有研究将这些研究结合起来，以更好地了解如何减轻和减轻这些不利暴露的影响。因此，我们强调心理弹性和减少伤害的策略。

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引用次数: 0

Barriers to early childhood education for Black families and calls for equitable solutions from a qualitative study using peer researchers and an antiracist lens 黑人家庭早期儿童教育的障碍，以及来自同行研究人员和反种族主义镜头的定性研究的公平解决方案的呼吁

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-10-01 DOI: 10.1016/j.ecresq.2023.12.012

Kristen A Copeland , Amy King , Julietta Ladipo , Desiré Bennett , Alexis Amsterdam , Cynthia White , Heather Gerker , J'Mag Karbeah

Racial disparities in early care education (ECE) utilization and quality continue to persist in the United States and have considerable implications throughout the life course. This study applied a population health framework and an antiracist lens to conduct peer-led qualitative interviews (n = 20) and facilitate community synthesis and design sessions (n = 6) with parents, ECE staff, and thought leaders. The goal was to better understand: (1) the barriers to enrollment faced by Black families seeking high-quality ECE experiences and (2) potential policy and system interventions to increase access and equity. Three key themes emerged: 1) idealized notions of what Black parents wanted for their children in ECE settings diverged from their actual experiences; 2) there were significant racialized administrative burdens or hoops to jump through to access ECE; and 3) participants cited positive and negative experiences with home-visiting programs to foster child development. Black participants expressed reservations about engaging with these programs based partly on previous discriminatory experiences and/or negative first- or second-hand experiences with state-mandated home visits from social services. The findings from this study make a significant contribution to the literature on barriers to high-quality ECE programs that Black families experience and community-identified policy solutions to address disparities. The system and policy solutions to these racial disparities in ECE enrollment cocreated by parents, ECE staff and the research team are discussed.

在美国，早期保育教育（ECE）的利用和质量方面的种族差异继续存在，并在整个生命过程中产生重大影响。本研究采用人口健康框架和反种族主义视角，开展了同行主导的定性访谈（n = 20），并促进了与家长、欧洲经委会工作人员和思想领袖的社区综合和设计会议（n = 6）。目标是更好地理解：(1)寻求高质量ECE经验的黑人家庭面临的入学障碍；(2)增加准入和公平的潜在政策和系统干预措施。出现了三个关键主题：1)黑人父母对孩子在欧洲经委会环境中的期望的理想化概念与他们的实际经历不符；2)进入欧洲经委会需要跨越重大的种族行政负担或障碍；3)参与者列举了促进儿童发展的家访项目的积极和消极经验。黑人参与者对参与这些项目持保留态度，部分原因是之前的歧视经历和/或对国家规定的社会服务机构家访的负面第一手或二手经验。本研究的结果对黑人家庭经历的高质量ECE项目的障碍和社区确定的解决差距的政策解决方案的文献做出了重大贡献。本文讨论了由家长、ECE工作人员和研究团队共同制定的针对ECE招生中种族差异的制度和政策解决方案。

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引用次数: 0

Racial/ethnic wealth gaps and material hardship disparities among U.S. households with young children: An investigation in the context of the COVID-19 pandemic 美国有幼儿家庭的种族/族裔贫富差距和物质困难差距：在COVID-19大流行背景下的调查

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-10-01 DOI: 10.1016/j.ecresq.2023.12.013

Sihong Liu , Joan Lombardi , Indivar Dutta-Gupta , Philip A. Fisher

The long-existing racial/ethnic wealth gaps in the U.S. persist during the COVID-19 pandemic due to income inequalities and other structural racism experiences, which may contribute to racial/ethnic disparities in material hardship experiences. This study examined material hardship disparities and factors that may contribute to racial/ethnic wealth gaps among U.S. families with young children during the pandemic. Using survey data collected from a large national study among parents of children under six years old between April 2020 and October 2022 (N = 6,903; 7.23 % Black, 12.33 % Hispanic/Latino[a]; 29.03 % below 200 % FPL), this study revealed factors that substantially contributed to racial/ethnic wealth gaps, including debt, home ownership, income changes, and discrimination experiences. Moreover, Black and Hispanic/Latino(a) households of middle-to-higher-income levels reported more material hardships than White households with similar income, suggesting that higher income levels could not fully compensate for the systemic, generationally accumulated wealth gaps or equitably protect families of color from hardships in the pandemic. Although not directly studying the total wealth amount, this study provided compelling evidence for racial/ethnic structural inequalities in the wealth accumulation processes and hardship experiences, highlighting the pervasive economic vulnerability among not only lower-income households, but also middle-to-higher-income Black and Hispanic/Latino(a) families with young children.

由于收入不平等和其他结构性种族主义经历，美国长期存在的种族贫富差距在新冠肺炎大流行期间持续存在，这可能导致物质困难经历的种族/民族差异。这项研究调查了在大流行期间可能导致美国有小孩的家庭中种族/民族财富差距的物质困难差异和因素。使用从2020年4月至2022年10月期间对6岁以下儿童的父母进行的一项大型全国性研究收集的调查数据(N = 6903；7.23%黑人，12.33%西班牙裔/拉丁裔[a]；29.03%低于200% FPL)，该研究揭示了导致种族/民族贫富差距的主要因素，包括债务、房屋所有权、收入变化和歧视经历。此外，中等至较高收入水平的黑人和西班牙裔/拉丁裔(a)家庭报告的物质困难比收入相似的白人家庭更多，这表明较高的收入水平无法完全弥补系统性的、几代人积累的财富差距，也无法公平地保护有色人种家庭免受疫情中的困难。虽然没有直接研究财富总量，但这项研究为财富积累过程和困难经历中的种族/民族结构不平等提供了令人信服的证据，强调了不仅在低收入家庭中，而且在中高收入黑人和西班牙裔/拉丁裔(a)家庭中普遍存在的经济脆弱性。

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引用次数: 0

Stories and reflections on gikinawaabi: Recentering Indigenous Knowledge in early childhood development through food- and land-based practices 关于gikinawaabi的故事和思考：通过粮食和土地实践将土著知识重新纳入儿童早期发展

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-10-01 DOI: 10.1016/j.ecresq.2023.12.014

Jessica Barnes-Najor , Beedoskah Stonefish , Chelsea Wentworth , Danielle Gartner , Jessica S. Saucedo , Heather Howard-Bobiwash , Patrick Koval , Richard Burnett , Lisa Martin , Michelle Leask , Rosebud Schneider , Cheyenne Hopps , Charla Gordon , Ann Cameron

To explore the ways that Indigenous Knowledge can inform the field of early childhood development, the current study examines how cultural traditions and relationships support Indigenous children's well-being. Using a participatory approach and Indigenous methods, the study team, which included Michigan-based researchers, community partners from Indigenous early childhood programs, and Indigenous community members, used PhotoVoice to identify how traditional food- and land-based practices support children's development. Findings, which align with multi-disciplinary research conducted with other Indigenous communities, suggest that traditional practices and relationships are often shared with children through everyday activities. Moreover, these practices and relationships are often shared through food and land-based traditions. Much of what was documented regarding the cultural ways that Indigenous families in Michigan support children's development through culture involved children learning through observing and participating in community and family responsibilities. To learn through observation, translated in Anishinaabemowin as gikinawaabi in the Ojibwe dialect, is a foundational approach to learning in Michigan Indigenous communities. We are now building on this project by using the findings to develop early childhood education curricular components that are locally grounded. The findings are also being used to advocate for appropriate federal policy and legislation for tribal early childhood education programs.

为了探索土著知识如何为儿童早期发展领域提供信息，本研究考察了文化传统和关系如何支持土著儿童的福祉。研究小组采用参与式方法和土著方法，包括密歇根州的研究人员、土著早期儿童项目的社区合作伙伴和土著社区成员，他们使用PhotoVoice来确定传统的食物和土地实践如何支持儿童的发展。与其他土著社区开展的多学科研究相一致的调查结果表明，儿童往往通过日常活动分享传统习俗和关系。此外，这些做法和关系往往通过粮食和土地传统来分享。关于密歇根土著家庭通过文化支持儿童发展的文化方式，有很多文献记载，其中包括儿童通过观察和参与社区和家庭责任来学习。通过观察学习，在Anishinaabemowin语中被翻译为Ojibwe方言中的gikinawaabi，是密歇根州土著社区学习的基本方法。目前，我们正在这个项目的基础上，利用调查结果开发基于当地的幼儿教育课程内容。这些发现也被用来倡导适当的联邦政策和立法，用于部落早期儿童教育项目。

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引用次数: 0

Introduction to the Supplemental Issue: Advancing developmental science on the impact of racism in the early years 增刊导言：推进早期种族主义影响的发展科学

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-10-01 DOI: 10.1016/j.ecresq.2024.06.001

Stephanie M. Curenton , Iheoma U. Iruka , Jacqueline Sims , Nneka Ibekwe-Okafor

The goal of this supplement is to expand the extant literature about racism's toxic effects on the nation's youngest children– infants, toddlers, and preschoolers. The supplement contains articles that (a) focus on how racism is manifested in early care and education systems, policies, and programs, (b) demonstrate how racism influences the economic and community contexts children live in, and (c) highlight the cultural assets racially and ethnically marginalized families and communities use to cope with—and resist—racism. In this introduction, we summarize the key findings from the articles, discuss their contributions, and identify additional opportunities for future studies to expand on. Recommendations are provided about how knowledge from this battery of work can be translated into policy, practice, and future research efforts to advance racial equity in the early years and to transform those oppressive systems thwarting racially and ethnically marginalized children's optimal development and their ability to thrive.

这本增刊的目的是扩大现有的关于种族主义对国家最小的孩子——婴儿、学步儿童和学龄前儿童——的有害影响的文献。增刊包含的文章(a)关注种族主义如何在早期保育和教育系统、政策和计划中表现出来，(b)展示种族主义如何影响儿童生活的经济和社区环境，以及(c)突出种族和民族边缘化家庭和社区用来应对和抵抗种族主义的文化资产。在这篇引言中，我们总结了文章中的主要发现，讨论了他们的贡献，并确定了未来研究扩展的其他机会。本文就如何将这一系列工作的知识转化为政策、实践和未来的研究工作提出了建议，以促进早期的种族平等，并改变那些阻碍种族和民族边缘化儿童最佳发展和茁壮成长能力的压迫性制度。

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引用次数: 0

Systems approaches for uncovering mechanisms of structural racism impacting children's environmental health and development 揭示影响儿童环境健康和发展的结构性种族主义机制的系统方法

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-10-01 DOI: 10.1016/j.ecresq.2023.12.011

Devon C. Payne-Sturges , Ellis Ballard , Janean Dilworth-Bart

Current approaches to identifying the impacts of structural racism on human development focus on downstream consequences or developmental outcomes rather than the upstream processes that create and perpetuate those negative consequences. Yet, the hallmarks of complex problems like structural racism include feedback relationships linking factors, path dependence, dynamics, non-linear effects, time delays, counterintuitive, and policy resistance. Pollutant exposures and their resulting deleterious effects on child health and development are among the downstream effects of structural racism. System dynamics modeling, a branch of systems science, provides developmental and environmental researchers with approaches to analyze complexity and integrate evidence from multiple disciplines through a common language and visualization of systems of structural racism. In this commentary, we introduce core tenets of system dynamics modeling as means of delineating the institutional and structural processes of environmental racism from the measurable consequences to child development; highlight specific implications of system dynamics modeling for developmental sciences; use the ongoing environmental health crisis in Flint, MI as a case example of how system dynamics modeling can be used to examine the impacts of structural racism on child development.

目前确定结构性种族主义对人类发展影响的方法侧重于下游后果或发展结果，而不是产生和延续这些负面后果的上游过程。然而，结构种族主义等复杂问题的特征包括反馈关系、连接因素、路径依赖、动力学、非线性效应、时间延迟、反直觉和政策阻力。接触污染物及其对儿童健康和发育造成的有害影响是结构性种族主义的下游影响之一。系统动力学建模是系统科学的一个分支，为发展和环境研究人员提供了分析复杂性的方法，并通过结构种族主义系统的共同语言和可视化来整合来自多学科的证据。在这篇评论中，我们介绍了系统动力学建模的核心原则，作为描述环境种族主义从可测量的后果到儿童发展的制度和结构过程的手段；强调系统动力学建模对发展科学的具体影响；以密歇根州弗林特市正在发生的环境健康危机为例，说明如何使用系统动力学建模来检查结构性种族主义对儿童发展的影响。

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引用次数: 0

Cultural and contextual understanding of parent engagement among Latine parents of pre-K children in low-income neighborhoods: The role of immigration enforcement threat, parent health and sociodemographics 低收入社区学龄前儿童拉丁裔父母对父母参与的文化和背景理解：移民执法威胁、父母健康和社会人口统计学的作用

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-10-01 DOI: 10.1016/j.ecresq.2024.03.006

R. Gabriela Barajas-Gonzalez, Alexandra Ursache, Dimitra Kamboukos, Bo Gu, Keng-Yen Huang, Heliana Linares Torres, Sabrina Cheng, Laurie Miller Brotman, Spring Dawson-McClure

Efforts to bolster the school readiness of Latine children from low-income and immigrant homes have focused on fostering parent engagement in children's education. In assessing parent engagement, most measures center school-based activities in alignment with middle class, European American dominant norms, missing the multiple ways that Latine families engage with their children to support their educational experiences and development. Additionally, studies of predictors of Latine parent engagement have mainly focused on parent demographic and linguistic factors, limiting our understanding of how to support parent engagement equitably. Using a measure of parent engagement sensitive to culturally contextualized behaviors of Latine families, this study describes the ways Latine parents living in historically disinvested neighborhoods in New York City engage in their children's learning at home and in school during a nationally charged anti-immigrant, anti-Latine sociopolitical climate. We also examine whether immigration enforcement threat and parent health are associated with Latine family engagement in home and school-based activities. Data come from a larger study conducted with Latine parents (n=103; 42% immigrant) of pre-K children. Descriptive results indicate that despite a charged sociopolitical context, levels of engagement in children's education and development across multiple domains were comparable with mean levels established by the developers. Findings from regression analyses demonstrated that above and beyond demographic, linguistic and financial factors, immigration enforcement threat and parent health were associated with aspects of family engagement in young children's learning among Latine families in low-income communities. Implications for policy and practice are discussed.

帮助来自低收入家庭和移民家庭的拉丁裔儿童做好入学准备的努力重点是促进父母参与儿童教育。在评估家长参与程度时，大多数措施都是以学校为基础的活动为中心，与中产阶级和欧美主导规范保持一致，而忽略了拉丁家庭与孩子互动以支持他们的教育经历和发展的多种方式。此外，关于拉丁裔父母参与的预测因素的研究主要集中在父母人口统计和语言因素上，这限制了我们对如何公平地支持父母参与的理解。本研究采用对拉丁裔家庭文化情境化行为敏感的父母参与衡量标准，描述了在全国反移民、反拉丁裔的社会政治气候下，居住在纽约市历史上缺乏投资的社区的拉丁裔父母参与孩子在家和学校学习的方式。我们还研究了移民执法威胁和父母健康是否与拉丁裔家庭参与家庭和学校活动有关。数据来自对拉丁裔父母进行的一项更大的研究(n=103；42%是移民)。描述性结果表明，尽管社会政治背景紧张，但儿童教育和发展在多个领域的参与水平与开发商建立的平均水平相当。回归分析的结果表明，除了人口、语言和财政因素外，移民执法威胁和父母健康也与低收入社区拉丁裔家庭参与幼儿学习的各个方面有关。对政策和实践的影响进行了讨论。

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引用次数: 0

Exploring the relation between early childhood education and historical and contemporary racism and bias for Black children 探讨幼儿教育与历史和当代种族主义和对黑人儿童的偏见之间的关系

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2024-10-01 DOI: 10.1016/j.ecresq.2023.10.006

Heidi A. Vuletich , B. Aspacia Stafford , Iheoma U. Iruka , B. Keith Payne

Racial disparities in educational outcomes start early in childhood and persist through adulthood. High quality Early Care and Education (ECE) programs tend to show benefits for Black children, but less is known about how larger contextual inequalities, both historical and contemporary, relate to young children's outcomes in these high-quality settings. Previous work has shown that historical racism, such as the prevalence of enslavement in 1860 (just before the Civil War) relates to present-day structural inequalities and implicit bias across geographic regions. In this study (N = 1,343), we examined the relation between an area's historical racism, operationalized as the proportion of enslaved individuals living there in 1860, current structural inequalities (economic mobility, racial disparities in poverty, and residential segregation), implicit bias, and children's outcomes in high quality ECE settings. Although significant correlations were found among historical and current structural inequities, implicit bias, and children's outcomes, no significant relation remained after accounting for nesting and children's prior skills. Though more work is needed to establish the reliability and robustness of these findings, our analysis provides initial evidence that negative structural factors are not linked to children's outcomes within more optimal settings, such as high quality ECE programs.

教育成果方面的种族差异始于童年早期，并持续到成年。高质量的早期护理和教育（ECE）项目往往对黑人儿童有利，但人们对历史和当代背景下更大的不平等与儿童在这些高质量环境中的表现之间的关系知之甚少。先前的研究表明，历史上的种族主义，比如1860年（就在内战之前）奴隶制的盛行，与当今的结构性不平等和跨地理区域的隐性偏见有关。在这项研究中（N = 1343），我们考察了一个地区历史上的种族主义（以1860年居住在该地区的被奴役者的比例计算）、当前的结构性不平等（经济流动性、贫困中的种族差异和居住隔离）、隐性偏见与高质量ECE环境中儿童的结果之间的关系。尽管在历史和当前的结构不平等、内隐偏见和孩子的结果之间发现了显著的相关性，但在考虑筑巢和孩子的先前技能之后，没有显著的相关性。虽然需要更多的工作来建立这些发现的可靠性和稳健性，但我们的分析提供了初步证据，表明在更理想的环境下，如高质量的ECE项目，负面结构因素与儿童的结果无关。

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引用次数: 0