Early Childhood Research Quarterly最新文献_第9页

American and Chinese parents’ math talk during numeracy and routine activities: Do parental beliefs matter? 美国和中国父母在数学和日常活动中的数学谈话：父母的信仰重要吗？

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-04-29 DOI: 10.1016/j.ecresq.2025.04.002

Qianru Tiffany Yang, Iris Jeffries, Ziqin Xie, Jon R. Star, Paul L. Harris, Meredith L. Rowe

Parents vary in their math talk during parent-child interactions, and this variation is related to children's early mathematics skills. To understand the sources of individual variability in parental math talk, the present study investigated the associations between parents’ math beliefs and math talk when engaging their children in number book reading and pretend play. Further, this study compared parents in two cultural contexts to establish commonalities and differences. Participants included 50 American (27 girls) and 44 Chinese (23 girls) families of 4-year-old children, with participating parents predominantly being mothers. We assessed parents’ child-specific math expectations and their math attitudes. Parental math talk, including types (e.g., cardinality, arithmetic) and forms (i.e., prompt vs. statement) of math talk, were analyzed. Across activities, Chinese parents consistently engaged in more cardinality statements than American parents. However, aside from these differences in cardinality statements, the results indicated considerable cultural commonalities in parents’ math expectations and attitudes, as well as in the quantity and features of their math talk across both number book reading and pretend play. In both cultures, parents’ math beliefs were associated with the frequency of their arithmetic statements but not with other features of math talk during book reading. Moreover, no significant connections were found between parents’ math beliefs and math talk during pretend play in either culture. Implications for understanding parental math involvement in various cultural and activity contexts are discussed.

在亲子互动中，父母在数学话题上的差异与儿童早期的数学技能有关。为了了解父母数学谈话的个体差异的来源，本研究调查了父母在让孩子阅读数字书和假装游戏时的数学信仰与数学谈话之间的联系。此外，本研究比较了两种文化背景下的父母，以确定共同点和差异。参与者包括50个美国（27个女孩）和44个中国（23个女孩）的4岁儿童家庭，参与的父母主要是母亲。我们评估了家长对孩子的数学期望和他们对数学的态度。分析了父母的数学谈话，包括数学谈话的类型（如基数、算术）和形式（如提示与陈述）。在各种活动中，中国父母总是比美国父母使用更多的基数语句。然而，除了在基数陈述上的这些差异外，研究结果还表明，在父母对数学的期望和态度上，以及他们在数字书阅读和假装游戏中谈论数学的数量和特征上，存在相当大的文化共性。在这两种文化中，父母的数学信念与他们的算术陈述的频率有关，但与读书时数学谈话的其他特征无关。此外，在两种文化中，父母的数学信念与假装游戏中的数学谈话之间没有明显的联系。讨论了在不同文化和活动背景下理解父母数学参与的含义。

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引用次数: 0

Classroom social network antecedents of relational aggression and victimization for kindergarten children 幼儿园儿童关系攻击与受害的课堂社会网络前因

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-04-29 DOI: 10.1016/j.ecresq.2025.04.009

Nan Xiao, Tzu-Jung Lin, Monica S. Lu, Hui Jiang, Jing Sun, Kelly Purtell, Laura M. Justice

Relational aggression and victimization experiences are prevalent among young children and can compromise their development. Although classroom social network characteristics have been found to predict relational aggression and victimization, few studies have been conducted in early childhood classrooms. This study examined the predictability of individual classroom social network characteristics (centralization, density, transitivity) on relational aggression and relational victimization. The unique contribution of each classroom social network characteristic in predicting relational aggression/victimization was also assessed. The analytical sample involved 647 children from 43 kindergarten classrooms. Results demonstrated that classrooms with higher centralization and lower transitivity tended to have a higher rate of aggression, while relational victimization was only negatively predicted by transitivity. The present study highlighted the importance of classroom social networks as the contextual antecedents of children’s relational aggression and victimization behaviors in kindergarten. Specifically, high transitivity was a protective social network characteristic for relational aggression and victimization beyond network centralization. Peer-based interventions focusing on forming and strengthening friendship cliques may be worth exploring.

关系攻击和受害经历在幼儿中普遍存在，并可能损害他们的发展。虽然已经发现课堂社会网络特征可以预测关系攻击和受害，但在幼儿课堂上进行的研究很少。本研究考察了个体课堂社会网络特征（集中度、密度、及物性）对关系攻击和关系受害的可预测性。每个班级社会网络特征在预测关系攻击/受害方面的独特贡献也被评估。分析样本涉及43个幼儿园班级的647名儿童。结果表明，集中度较高、及物性较低的班级具有较高的攻击率，而及物性仅对关系受害有负向预测。本研究强调了课堂社会网络作为幼儿园儿童关系攻击和伤害行为的语境前因的重要性。具体而言，高传递性是超越网络集中化的关系攻击和受害的保护性社会网络特征。关注于形成和加强友谊小团体的基于同伴的干预可能值得探索。

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引用次数: 0

Pathways from parenting emotion regulation, emotion socialization and parenting practices to preschoolers’ emotion regulation 从父母情绪调节、情绪社会化和父母实践到学龄前儿童情绪调节的途径

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-04-28 DOI: 10.1016/j.ecresq.2025.04.006

Catrinel A. Ștefan, Ingrid Dănilă

The development of children’s emotion regulation (ER) is the result of a complex interplay of factors, among which parental influences play a significant role. Building on Morris et al.’s (2007; 2017) model, the present study aimed to investigate the contributions of parenting ER, emotion socialization, and parenting practices to children’s ER. The sample of the present study included 330 preschoolers. Two-stage structural equation modeling was employed to test two hypothesized models. Findings suggested that: (a) parenting reappraisal was directly associated with preschoolers’ adaptive ER, whereas the path between parenting suppression and children’s maladaptive ER was not significant; and (b) indirect effects were found from parenting reappraisal via emotion coaching and positive parenting to adaptive ER, whereas emotion coaching/ dismissing strategies exerted effects on adaptive/ maladaptive ER through positive/ negative parenting. These outcomes suggest that parenting ER contributes to children’s ER both directly and indirectly. Moreover, parenting practices may represent a mechanism that explains how emotion socialization affects learning about ER. The findings from the present study highlight that interventions aiming to enhance preschoolers’ ER and reduce risk of emotional/behavioral problems should target multiple aspects of parenting behaviors.

儿童情绪调节能力的发展是多种因素复杂相互作用的结果，其中父母的影响起着重要作用。Morris et al. (2007；基于2017)模型，本研究旨在探讨父母教养ER、情感社会化和父母教养实践对儿童ER的贡献。本研究的样本包括330名学龄前儿童。采用两阶段结构方程模型对两个假设模型进行检验。结果表明：(a)父母重评价与幼儿适应性ER有直接关系，而父母抑制与幼儿适应不良ER之间的关系不显著；(2)父母重评价通过情绪辅导和积极教养对适应性ER有间接影响，而情绪辅导/拒绝策略通过积极/消极教养对适应性/不良ER有间接影响。这些结果表明，父母对孩子的ER有直接和间接的影响。此外，育儿实践可能代表了一种解释情感社会化如何影响急诊室学习的机制。本研究的结果强调，旨在提高学龄前儿童的ER和降低情绪/行为问题风险的干预措施应该针对父母行为的多个方面。

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引用次数: 0

Home literacy environment and Chinese Children’s second language development: A cross-lagged analysis 家庭读写环境与中国儿童第二语言发展：一个交叉滞后分析

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-04-24 DOI: 10.1016/j.ecresq.2025.04.004

Yushan Jiang, Carrie Lau

This study examined the cross-lagged relations between the home literacy environment (HLE) and the language and literacy skills of Chinese children learning English as a second language. We also investigated whether the relations varied by child interest and home language use. A sample of 241 children (112 girls, M_age= 47.32 months) were followed for one year. Cross-lagged path analyses revealed that while literacy resources and direct teaching positively predicted children’s English skills, children’s earlier phonological awareness and vocabulary also influenced parents’ later home literacy practices. Furthermore, the associations between HLE and child language and literacy skills varied based on child interest and home language use. These findings shed light on children’s active role in shaping their HLE.

本研究考察了家庭读写环境与中国儿童英语作为第二语言学习的语言和读写技能之间的交叉滞后关系。我们还调查了这种关系是否因儿童兴趣和家庭语言的使用而不同。241名儿童（女孩112名，年龄47.32个月）随访1年。交叉滞后路径分析显示，虽然读写资源和直接教学对儿童的英语技能有积极的预测作用，但儿童早期的语音意识和词汇也会影响父母后来的家庭读写实践。此外，高水平教育与儿童语言和读写能力之间的关系因儿童兴趣和家庭语言使用而异。这些发现揭示了儿童在塑造其HLE方面的积极作用。

引用次数: 0

Associations of state-funded prekindergarten with early elementary literacy and absences 国家资助的学前教育协会，早期初级识字和缺勤

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-04-17 DOI: 10.1016/j.ecresq.2025.04.001

Mary Bratsch-Hines , Kevin Bastian , Michael Little , Lora Cohen-Vogel , Margaret Burchinal , Ellen Peisner-Feinberg

Publicly funded prekindergarten (pre-K) has received substantial investments in recent decades. A robust literature base has shown that pre-K, in general, tends to be associated with shorter-term rather than longer-term impacts. Yet, these findings are not definitive across varying state contexts and student demographic groups. The current study examined state administrative literacy and absence data in kindergarten and first grade for 455 students in North Carolina's publicly funded pre-K program and 225 of their non-pre-K peers. State datasets were paired with data from an in-depth longitudinal study starting in the 2016–17 school year. Student-level characteristics (family income, maternal education, race/ethnicity, multilingual learner, and disability status) were examined as possible moderators. We found pre-K attendance was associated with higher kindergarten entry literacy scores, but these advantages diminished over time. The following groups of students continued to see some longer-term benefits of pre-K: students whose mothers had a high school diploma or less and Latine students. Pre-K was associated with fewer days absent in kindergarten and first grade, with no evidence of moderation.

近几十年来，公共资助的学前教育（pre-K）获得了大量投资。大量的文献表明，一般来说，学前教育往往与短期影响有关，而不是长期影响。然而，这些发现在不同的州背景和学生群体中并不是决定性的。目前的研究调查了北卡罗来纳州公共资助的学前教育项目的455名学生和225名非学前教育同龄人在幼儿园和一年级的行政素养和缺勤数据。州数据集与2016-17学年开始的深度纵向研究数据相匹配。学生水平特征（家庭收入、母亲教育、种族/民族、多语言学习者和残疾状况）作为可能的调节因素进行了研究。我们发现，学龄前儿童的出勤率与较高的幼儿园入学识字分数有关，但这些优势随着时间的推移而减弱。以下学生群体继续看到学前教育的一些长期好处：母亲只有高中或更低学历的学生和拉丁裔学生。学前教育与幼儿园和一年级缺勤天数较少有关，没有证据表明这种情况会有所缓和。

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引用次数: 0

Bidirectional longitudinal relations between caregiving styles and young rural Chinese children's academic skills 照料方式与中国农村青少年儿童学业能力的双向纵向关系

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-04-14 DOI: 10.1016/j.ecresq.2025.03.006

Xinzhuo Zou , Xiao Zhang , Nan Xiao , Weiyi Xie , Ping Wang

This longitudinal study investigated the bidirectional relations between primary caregivers’ caregiving styles and young rural Chinese children's academic skills. A total of 247 rural Chinese preschool children and their primary caregivers were followed up three times with a one-year time interval between adjacent time points. At each time point (Time 1 [T1], Time 2 [T2), and Time 3 [T3]), the caregivers completed questionnaires assessing their caregiving styles, and the children were tested individually on their Chinese reading and informal and formal math skills. Results from the random intercept cross-lagged model showed that T1 authoritative caregiving positively predicted T2 Chinese reading skills, and T1 Chinese reading skills positively predicted T2 authoritative caregiving. T1 Chinese reading skills negatively predicted T2 authoritarian caregiving. Further analysis showed that children's boarding status (boarders versus nonboarders) did not moderate the relation between caregiving styles and children's academic skills. These findings highlight the importance of authoritative caregiving for the development of preschool children's Chinese reading skills. They also underscore the role of children's better Chinese reading skills in eliciting more authoritative caregiving and less authoritarian caregiving from their caregivers.

本研究旨在探讨初级照顾者照料方式与中国农村青少年学业技能的双向关系。对247例农村学龄前儿童及其主要照顾者进行3次随访，随访时间间隔为1年。在每个时间点（时间1 [T1]、时间2 [T2]和时间3 [T3]），照顾者完成了评估其照顾方式的问卷，并对儿童的中文阅读和非正式和正式数学技能进行了单独测试。随机截距交叉滞后模型结果显示，T1权威型照顾正向预测T2中文阅读能力，T1中文阅读能力正向预测T2权威型照顾。T1中文阅读能力负向预测T2威权式照顾。进一步的分析表明，儿童的寄宿状态（寄宿生与非寄宿生）并没有调节照顾方式与儿童学业技能之间的关系。这些研究结果强调了权威照顾对学龄前儿童中文阅读技能发展的重要性。他们还强调，孩子们更好的中文阅读能力在促使他们的照顾者给予更多权威的照顾和更少专制的照顾方面发挥了作用。

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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 : 2025-04-10 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

Development of reading attitudes in preschool children: Trajectories, antecedents and consequences 学龄前儿童阅读态度的发展：轨迹、前因和后果

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-04-04 DOI: 10.1016/j.ecresq.2025.03.005

Shuting Huo , Xiujie Yang , Nan Xiao , Xiao Zhang

The cultivation of positive attitudes toward reading is an important goal in early childhood education. This study examined the developmental trajectories of reading attitude in institutional contexts (IRA) and global reading attitude (GRA), their antecedents, and their associations with later literacy outcomes including word reading and vocabulary. One hundred and ninety-seven children (mean age = 52.72 at the first wave of data collection) were assessed individually for four times on their reading attitudes at 6-month intervals across their last two years in preschool. Information on home literacy environments was obtained from both parents, and data was also obtained on children's performance on several cognitive-linguistic tasks. Children's word reading and receptive vocabulary were assessed at the beginning and at the end of the study. The results showed that, on average, children's IRA did not change across the two-year follow-up, whereas their GRA declined in a linear fashion. Paternal home literacy environment variables played unique roles in predicting the initial level and growth rate of IRA and the growth rate of GRA. In terms of developmental outcomes, the initial levels of IRA and GRA predicted children's receptive vocabulary at the end of preschool after baseline performance, background variables and cognitive-linguistic skills were controlled for. Chinese word reading was predicted by IRA but not GRA; however, this prediction did not sustain after baseline performance was entered. The findings suggested that different aspects of reading attitudes overlapped greatly, yet were somewhat dissociated in terms of developmental trajectories, antecedents, and consequences.

培养积极的阅读态度是幼儿教育的一个重要目标。本研究考察了制度语境下阅读态度（IRA）和全局阅读态度（GRA）的发展轨迹、它们的前因，以及它们与后来的读写能力结果（包括单词阅读和词汇）的关联。197名儿童（第一波数据收集时平均年龄为52.72岁）在学前班的最后两年里，每隔6个月对他们的阅读态度进行四次单独评估。从父母双方那里获得了家庭读写环境的信息，也获得了儿童在几个认知语言任务中的表现数据。在研究开始和结束时，对儿童的单词阅读和接受性词汇进行了评估。结果显示，平均而言，儿童的IRA在两年的随访期间没有变化，而他们的GRA则呈线性下降。父亲家庭文化环境变量在预测家庭收入初始水平和增长率以及家庭收入增长率方面具有独特的作用。在发展结果方面，IRA和GRA的初始水平预测了儿童在基线表现、背景变量和认知语言技能控制后学龄前结束时的接受性词汇。IRA能预测汉字阅读，而GRA不能；然而，在进入基线性能后，这种预测并不持续。研究结果表明，阅读态度的不同方面有很大的重叠，但在发展轨迹、前因和后果方面有一定程度的分离。

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引用次数: 0

One size does not fit all: Associations between child characteristics, differential treatment of children by educators and quality in child care centers 一个标准不能适用于所有：儿童特征、教育工作者对儿童的差别待遇和儿童保育中心的质量之间的联系

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-03-28 DOI: 10.1016/j.ecresq.2025.03.002

Michal Perlman, Gabriella Nocita, Nina Sokolovic, Olesya Falenchuk, Jennifer M. Jenkins

High-quality interactions in early childhood education settings support children's cognitive and socioemotional development. However, little is known about what explains variability in how educators interact with different children in these settings and how this variability relates to quality metrics. This study was based on data from 470 primarily low-income, preschool-aged children (mean age = 46.6 months; 53% female) attending licensed child care settings in a multicultural metropolis. Multilevel analyses revealed that approximately 80% of both observed educator behaviors and educator reports of relationship quality varied between children in the same classrooms, and that children's disruptive behavior, verbal intelligence, and hostility accounted for anywhere between 3 and 53% of this variance. Educators directed more positivity towards children who they described as more hostile and reported having closer and less conflictual relationships with children who they described as being less hostile and having greater verbal intelligence (small to moderate effect sizes). Differential treatment was associated with child-educator ratios, staff education, and emotional climate. Results can inform research, practice, and policy related to equity, professional development, and quality measurement in early childhood education.

幼儿教育环境中的高质量互动支持儿童的认知和社会情感发展。然而，在这些环境中，是什么解释了教育者如何与不同的孩子互动的可变性，以及这种可变性与质量指标的关系，人们知之甚少。这项研究基于470名低收入学龄前儿童(平均年龄46.6个月；（53%为女性）在多元文化大都市的有执照的托儿机构就读。多水平分析显示，在观察到的教育者的行为和教育者对关系质量的报告中，大约80%在同一教室的儿童之间存在差异，而儿童的破坏性行为、言语智力和敌意占这种差异的3%至53%。教育工作者更积极地对待那些被他们描述为更具敌意的孩子，并报告与那些被他们描述为不那么敌对、语言智力更高的孩子有着更密切、更少冲突的关系（小到中等效应大小）。差别待遇与儿童-教育者比例、员工教育程度和情绪气氛有关。结果可以为与幼儿教育公平、专业发展和质量衡量相关的研究、实践和政策提供信息。

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引用次数: 0

Associations between school characteristics and learning gains for pre-K attenders and non-attenders: Important constructs, limited evidence 学前班就读者和非就读者的学校特征与学习成绩之间的关系：重要结构，有限证据

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-03-26 DOI: 10.1016/j.ecresq.2025.03.001

Arya Ansari , Natalie Koziol , Meghan McCormick , Kelly Purtell , Tzu-Jung Lin , Mary Bratsch-Hines , Laura Kuhn , Amanda Witte , Ximena Franco-Jenkins

Drawing on data from the Early Learning Network (n = 4,807; 47 % Hispanic; 25 % White; 14 % Black; 9 % Asian; 4 % Multiracial; 1 % Other) along with the Stanford Education Data Archive, Civil Rights Data Collection, and Common Core of Data, this study examined the associations between several aspects of elementary school characteristics and children's math, language, and literacy learning from kindergarten to first grade. Additionally, this study considered whether these associations differed based on pre-K attender status. Results from multilevel models indicated that schools’ academic performance, student and teacher absenteeism, novice teacher employment, expenditures, and student-teacher ratios were not consistently associated with growth in children's academic learning, and when significant, associations were small. Moreover, even though pre-K attenders entered kindergarten with stronger academic skills, and these benefits diminished by the end of first grade, there was little evidence to suggest that school characteristics mattered differentially for pre-K attender and non-attenders.

利用早期学习网络的数据(n = 4,807；西班牙裔占47%；25%白人；14%黑色；9%是亚洲人；4%多种族；（1%其他）与斯坦福教育数据档案、民权数据收集和共同核心数据一起，本研究调查了小学特征的几个方面与儿童从幼儿园到一年级的数学、语言和识字学习之间的联系。此外，本研究还考虑了这些关联是否因学龄前儿童的参与状况而有所不同。多层模型的结果表明，学校的学习成绩、学生和教师缺勤率、新教师就业、支出和学生与教师比例与儿童的学术学习增长并不一致，当显著时，关联很小。此外，尽管学龄前儿童进入幼儿园时具有较强的学术技能，但这些优势在一年级结束时减弱了，几乎没有证据表明学校特征对学龄前儿童和非学龄前儿童有不同的影响。

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引用次数: 0