Early Education Program Racial and Ethnic Composition and Associations with Quality and Children’s Language and Social-Emotional Development

IF 2.1 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Education and Development Pub Date : 2022-11-06 DOI:10.1080/10409289.2022.2139553

I. Iruka, K. Kainz, Laura J. Kuhn, Shannon S. Guss, Stephanie Tokarz, Noreen Yazejian, Silvia Niño

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引用次数: 2

Abstract

ABSTRACT This study identified patterns of classroom and family experiences and developmental outcomes for young children in segregated early education. This study is based on data from a high-quality early education program serving young children from low-income households in 19 schools across the U.S. The sample included 1,521 children during the 2016–2017 school year. The analysis examined patterns of association between the racial/ethnic composition of Educare sites and family risk factors, classroom quality, and children’s language and social-emotional performance and growth across the academic year. Research Findings: Findings indicated that although classroom quality, measured through traditional tools, did not vary by school racial/ethnic composition, sociodemographic risk factors, children’s language and social-emotional outcomes did vary by this variable. Practice or Policy: We discuss our results in relation to promotive and inhibitive processed within and outside early education programs, as well as the continued impact of structural equities and lack of culturally responsive pedagogy on children’s learning opportunities and development.

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早期教育计划种族和民族构成与素质和儿童语言和社会情感发展的关系

摘要:本研究确定了隔离早期教育中幼儿的课堂和家庭经历模式和发展结果。这项研究基于一个高质量的早期教育项目的数据，该项目为美国19所学校的低收入家庭的幼儿提供服务，样本包括2016-2017学年的1521名儿童。该分析考察了教育网站的种族/民族构成与家庭风险因素、课堂质量、儿童的语言和社会情感表现以及整个学年的成长之间的联系模式。研究发现:研究结果表明，尽管通过传统工具测量的课堂质量并没有因学校种族/民族构成、社会人口风险因素而变化，但儿童的语言和社会情感结果确实因这一变量而变化。实践或政策:我们讨论了与早期教育项目内外的促进和抑制处理有关的结果，以及结构性公平和缺乏文化响应教学法对儿童学习机会和发展的持续影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Early Education and Development Multiple-

CiteScore

5.50

自引率

10.30%

发文量

期刊介绍： Early Education and Development (EE&D) is a professional journal for those involved in educational and preschool services and research related to children and their families: early education supervisors, school psychologists, daycare administrators, child development specialists, developmental and child clinical psychologists, and special education administrators. It is designed to emphasize the implications for practice of research and solid scientific information. The age range focused upon is preschool through the primary grades. EE&D is a connecting link between the research community in early education and child development and school district early education programs, daycare systems, and special needs preschool programs.