Early Childhood Research Quarterly最新文献

{"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 ,&nbsp;Ji-Young Choi ,&nbsp;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}

{"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 ,&nbsp;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 &lt; .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}

{"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 ,&nbsp;Ratib Lekhal ,&nbsp;Veslemøy Rydland ,&nbsp;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}

{"title":"Understanding inattention, hyperactivity/impulsivity, and peer rejection in preschool: The potential role of conduct problems and prosocial behavior","authors":"Emily M. Glatt ,&nbsp;Darcey M. Allan ,&nbsp;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}

{"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 ,&nbsp;Esther Yu ,&nbsp;Jesseca Perlman ,&nbsp;Kashish Kahlon ,&nbsp;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}

{"title":"Reciprocal effects between phonological processing skills and Chinese word reading in kindergarten children: A longitudinal cross-lagged study","authors":"Xiujie Yang ,&nbsp;Liushuang Zhang ,&nbsp;Kaichun Liu ,&nbsp;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}

{"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 ,&nbsp;Tracy L. Spinrad ,&nbsp;Jodi Swanson,&nbsp;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}

{"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 ,&nbsp;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}

{"title":"The role of friends in the development of children’s classroom behavioral engagement and peer acceptance in kindergarten: A dyadic approach","authors":"Marie-Claude Salvas ,&nbsp;Fanny-Alexandra Guimond ,&nbsp;Isabelle Archambault ,&nbsp;Frank Vitaro ,&nbsp;Philip MacGregor ,&nbsp;Stéphane Cantin ,&nbsp;Christelle Robert-Mazaye","doi":"10.1016/j.ecresq.2025.06.001","DOIUrl":"10.1016/j.ecresq.2025.06.001","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 27-38"},"PeriodicalIF":3.2,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144239914","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}

{"title":"How are Early Head Start teachers’ professional development experiences associated with their work-related stress and qualities of teacher-child interactions?","authors":"Claire D. Vallotton ,&nbsp;HyeonJin Yoon ,&nbsp;Holly E. Brophy-Herb ,&nbsp;Lisa Knoche ,&nbsp;Jayden Nord ,&nbsp;Ann M. Stacks","doi":"10.1016/j.ecresq.2025.05.002","DOIUrl":"10.1016/j.ecresq.2025.05.002","url":null,"abstract":"<div><div>Professional development is a necessary support for both teachers’ well-being, and high-quality teacher-child interactions, which are the central mediators of the effects of early care and education on children’s development. Among teachers of older children, effective professional preparation is associated with lower work-related stress and higher classroom quality, but these associations have not been established for infant/toddler teachers generally, nor Early Head Start teachers specifically. Further, professional development opportunities for infant/toddler teachers are typically provided unsystematically, and little is known about what teachers experience, what is most helpful, and how it is associated with their work-related stress and quality teaching. The current study examines the content, format, and helpfulness of professional development experiences for 457 Early Head Start (EHS) teachers in four regions of the United States to describe the variation in professional development and to test how professional development experiences are associated with job stress and the quality of teacher-child interaction. Results indicate that most trainings were provided as one-time workshops, followed by multi-session workshops, and training rarely involved coaching or mentoring. Teachers reported most trainings to be helpful, regardless of content or format, yet most content was not associated with lower stress or teacher-child interactions. Only the helpfulness of training with content related to teacher-child interactions was associated with lower job stress and higher job satisfaction. Teachers’ perceptions of the helpfulness of these trainings were associated with lower teacher-child interaction quality, while attending a training on guidance and discipline was related to higher teacher-child interaction quality. These results call for a far more systematic approach to the preparation and ongoing support of the infant/toddler workforce, including EHS teachers, with training on child guidance as foundational content.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 14-26"},"PeriodicalIF":3.2,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144222481","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}