Early Childhood Research Quarterly最新文献

Racial/ethnic and income differences in children’s pre-kindergarten experiences: Implications for working memory skill development 学龄前儿童的种族/民族和收入差异：对工作记忆技能发展的影响

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-07-01 Epub Date: 2026-01-22 DOI: 10.1016/j.ecresq.2026.01.004

Caitlin Lombardi, Eleanor Fisk, Vanessa Esquivel

{"title":"Racial/ethnic and income differences in children’s pre-kindergarten experiences: Implications for working memory skill development","authors":"Caitlin Lombardi, Eleanor Fisk, Vanessa Esquivel","doi":"10.1016/j.ecresq.2026.01.004","DOIUrl":"10.1016/j.ecresq.2026.01.004","url":null,"abstract":"<div><div>Pre-kindergarten (pre-k) programs often promote children’s development both in the short- and long-term, however inequitable access to pre-k yields differences in children’s experiences of pre-k type and the implications of these experiences for children’s development. Utilizing a nationally representative sample of children who entered kindergarten in 2010 (<em>N</em> = 18,130), this study investigated children’s pre-k experiences and the implications of these experiences for children’s working memory (WM) skill development. There were notable differences in pre-k type by race/ethnicity with Latine children and those from families with low-income less likely to attend any center pre-k, Black children more likely to attend Head Start, and white children and those from families with higher income most likely to experience private center pre-k. Results indicated that private center pre-k was associated with higher kindergarten entry WM skills relative to no center pre-k, however these skills plateaued over elementary school. Head Start was associated with lower kindergarten entry skills. Findings indicated that these patterns were evident for Latine and white children and those from families with low-income, and not for Black children and those from families with higher income. Taken together, findings indicate that there were notable differences in the experiences of children in most pre-k types by race/ethnicity and family income, and that children’s WM skills (both at kindergarten entry and across elementary school) varied across pre-k types, both across and within racial/ethnic and income groups. Findings provide new insights into children’s pre-k experiences and implications of these experiences for children’s WM skill development.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"76 ","pages":"Pages 1-12"},"PeriodicalIF":3.1,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146006825","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}

引用次数: 0

Exploring job burnout among family child care providers who participate in the child care subsidy system 参与托儿补助制度的家庭托儿人员职业倦怠的研究

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-07-01 Epub Date: 2026-02-03 DOI: 10.1016/j.ecresq.2026.01.009

Yoonsook Ha , Juliann Nicholson , Paripoorna Baxi , Roberto S. Salva , Pamela Joshi , Kate Giapponi Schneider

{"title":"Exploring job burnout among family child care providers who participate in the child care subsidy system","authors":"Yoonsook Ha , Juliann Nicholson , Paripoorna Baxi , Roberto S. Salva , Pamela Joshi , Kate Giapponi Schneider","doi":"10.1016/j.ecresq.2026.01.009","DOIUrl":"10.1016/j.ecresq.2026.01.009","url":null,"abstract":"<div><div>There is little research on the well-being of family child care (FCC) providers who participate in the child care subsidy system, despite concerns about their declining numbers in the child care market. Drawing on survey data from a sample of 903 subsidized FCC providers in Massachusetts, this study examined an array of potential correlates associated with provider burnout. Guided by the Job Demands-Resources model, the study employed sequential linear regression models using the block method to assess the associations between job demands and job resources and burnout, controlling for provider demographic characteristics. Multivariate regression results showed that job demand variables representing administrative challenges, children’s social-emotional challenges, and a lack of parent engagement were significantly associated with increases in burnout. Related to job resources, providers’ utilization of supportive services for children and families and access to professional development were significantly associated with decreases in burnout. Findings suggest that enhancing access to professional development and community resources to support underserved children and reducing administrative burden associated with the subsidy system may be potential strategies for mitigating burnout among subsidized FCC providers.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"76 ","pages":"Pages 40-51"},"PeriodicalIF":3.1,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146109869","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}

引用次数: 0

Kindergarten Health and Absenteeism: Implications for Academic Achievement and Racial and Ethnic Disparities 幼儿园健康与缺勤：对学业成就与种族与民族差异的影响

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-07-01 Epub Date: 2026-02-07 DOI: 10.1016/j.ecresq.2026.01.011

Lily Steyer , Javier Omar , Michael J. Sulik, Jelena Obradović

{"title":"Kindergarten Health and Absenteeism: Implications for Academic Achievement and Racial and Ethnic Disparities","authors":"Lily Steyer , Javier Omar , Michael J. Sulik, Jelena Obradović","doi":"10.1016/j.ecresq.2026.01.011","DOIUrl":"10.1016/j.ecresq.2026.01.011","url":null,"abstract":"<div><div>Leveraging data from the San Francisco Unified School District, this study shows that everyday early childhood health concerns reported by teachers significantly predict children’s spring kindergarten academic outcomes, even after accounting for widely considered covariates (<em>N</em> = 8,146; female = 48%; M<sub>age</sub> = 5.47; Asian American = 27%, Black = 5%, Latine = 21%, Multiracial/Other = 23%, White = 14%). Teacher-reported hunger, tiredness, and sickness were primarily negatively associated with academic outcomes directly, rather than indirectly via absenteeism, consistent with everyday health concerns affecting engagement and performance at school. However, absenteeism accounted for a modest proportion (12-21%) of these associations, suggesting it is one pathway through which health impacts learning. Our findings suggest that for Black kindergarteners, everyday health concerns contribute to inequities in spring academic outcomes relative to their White, Asian American, and Latine peers. Results underscore the utility and practicality of universal early childhood health screening by teachers and highlight everyday health concerns as a promising lever for advancing racial and ethnic equity in early elementary skills.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"76 ","pages":"Pages 62-73"},"PeriodicalIF":3.1,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146134350","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}

引用次数: 0

When time is relative: Pre-K classroom time use is measure sensitive 当时间是相对的：学前班的课堂时间使用是测量敏感的

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-07-01 Epub Date: 2026-02-11 DOI: 10.1016/j.ecresq.2026.01.008

Paola Guerrero Rosada , Christina Weiland , Meghan McCormick , Catherine Snow , JoAnn Hsueh , Michelle Maier , Jason Sachs

{"title":"When time is relative: Pre-K classroom time use is measure sensitive","authors":"Paola Guerrero Rosada , Christina Weiland , Meghan McCormick , Catherine Snow , JoAnn Hsueh , Michelle Maier , Jason Sachs","doi":"10.1016/j.ecresq.2026.01.008","DOIUrl":"10.1016/j.ecresq.2026.01.008","url":null,"abstract":"<div><div>Time use measures are used to characterize children’s instructional experiences in pre-kindergarten (Pre-K). Although time use is an actionable aspect of Pre-K quality that can be measured with minimal levels of inference, evidence on how it relates to children’s academic gains is not conclusive. We compared two time use measures, Narrative Record (Farran et al., 2015) and Individualizing Student Instruction (Connor et al., 2009), to explore whether time use and its associations with children’s gains are consistently captured across instruments. These two measures differ in time-sampling strategies (i.e., second-to-second and episode-based) and level of data collection (i.e., child vs. classroom level). Using the same set of classroom videos, we directly compared descriptive statistics and profiles across the measures while holding child and classroom characteristics constant. Our sample included 35 Boston Public Schools prekindergarten classrooms and 247 children. Findings revealed that time spent in learning activities and learning settings, as well as time-use profiles, varied depending on the measure. Although we replicated profiles observed in prior research, classrooms were not consistently assigned to profiles due to variable-level measurement error. Moreover, instructional profiles did not consistently predict children’s academic or cognitive gains: language and working memory were unrelated to time-use profiles, while math and executive function associations were sensitive to modeling decisions. Results highlight the need for further measurement research to accurately record classroom time use and to identify practices that most effectively support young children’s learning gains.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"76 ","pages":"Pages 87-100"},"PeriodicalIF":3.1,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146160356","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}

引用次数: 0

Participation across public programs among children in low-income families: Public preschool, child care subsidies, and the supplemental nutrition assistance program 低收入家庭儿童参与公共项目：公立学前教育、儿童保育补贴和补充营养援助项目

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-07-01 Epub Date: 2026-01-28 DOI: 10.1016/j.ecresq.2026.01.007

Michah W. Rothbart , Colleen Heflin , Taryn W. Morrissey , Xiaohan Sun

{"title":"Participation across public programs among children in low-income families: Public preschool, child care subsidies, and the supplemental nutrition assistance program","authors":"Michah W. Rothbart , Colleen Heflin , Taryn W. Morrissey , Xiaohan Sun","doi":"10.1016/j.ecresq.2026.01.007","DOIUrl":"10.1016/j.ecresq.2026.01.007","url":null,"abstract":"<div><div>Early care and education (ECE) and nutrition assistance programs expand opportunity during early childhood. Although prior research examines participation in individual ECE programs, few investigate how families combine support across programs despite overlap in eligibility, or how nutrition assistance influences these decisions. Using linked administrative data from Virginia (2015–2019), this study examines how low-income families bundle public preschool with child care subsidies, and the extent to which the Supplemental Nutrition Assistance Program (SNAP) changes these bundles during the pre-K year. We explore who combines which ECE programs, when combinations occur, and how these patterns relate to hours in ECE using a sample of 176,773 first-time kindergarteners eligible for free or reduced-price lunch. We then focus on 98,965 of these children who participated in SNAP during the pre-K year. Child care subsidy participation is greatest among low-income children in private ECE, but also common among public pre-K participants, suggesting mismatches between preschool and parent work schedules. Subsidy participation is associated with greater weekly hours in licensed ECE across public, private, and other settings. Black children from low-income households are most likely to attend public ECE and participate in subsidies, whereas Hispanic children are least likely to participate in public ECE, subsidies, and SNAP. We show subsidy timing varies by ECE type: utilization peaks during the academic year for those in private ECE and declines in summer, but ticks up in summer for those in public ECE or other settings. Findings highlight the importance of public program coordination in supporting low-income families.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"76 ","pages":"Pages 13-28"},"PeriodicalIF":3.1,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146072180","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}

引用次数: 0

Head start staff well-being: early impact results from a cluster randomized controlled trial (RCT) of the Happy Teacher Wellness Intervention 快乐教师健康干预的集群随机对照试验（RCT）的早期影响结果

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-07-01 Epub Date: 2026-02-07 DOI: 10.1016/j.ecresq.2026.01.001

Kyong-Ah Kwon , Timothy G. Ford , Carolyn Cheema , Mia Kile , Hongwu Wang , Jessica Tsotsoros , Ken Randall , Brenda Lloyd-Jones , Sherri Castle , Seulki Jang , Yong Ju Jung , Hanna Lee , Sun Geun Kim , Barbara Sorrels , Le Wang , Diane M. Horm , Wonkyung Jang

{"title":"Head start staff well-being: early impact results from a cluster randomized controlled trial (RCT) of the Happy Teacher Wellness Intervention","authors":"Kyong-Ah Kwon , Timothy G. Ford , Carolyn Cheema , Mia Kile , Hongwu Wang , Jessica Tsotsoros , Ken Randall , Brenda Lloyd-Jones , Sherri Castle , Seulki Jang , Yong Ju Jung , Hanna Lee , Sun Geun Kim , Barbara Sorrels , Le Wang , Diane M. Horm , Wonkyung Jang","doi":"10.1016/j.ecresq.2026.01.001","DOIUrl":"10.1016/j.ecresq.2026.01.001","url":null,"abstract":"<div><div>Early Care and Education (ECE) teachers are widely documented to be underpaid and under-supported, resulting in a workforce vulnerable to burnout and turnover. The stakes may be especially high for Head Start staff, given higher standards of performance and, with them, higher job demands. However, few interventions to improve ECE teacher well-being exist and those that do typically address only one area of well-being. Via a parallel-group, cluster randomized control trial (RCT) design, we developed, implemented, and evaluated an innovative multi-tiered intervention designed to improve the well-being (physical, psychological, and professional well-being [P<sup>3</sup>]), intent to leave, and classroom quality of Head Start teachers and leaders in urban settings. This 10-week-long tiered intervention model consisted of four key elements added by tier, which included a wearable fitness tracker (T1), ten weekly self-guided online modules (T2), individualized wellness coaching (T3), and, environmental and center-level supports (T4). Analysis of data from the first 382 participants in the program reveal that the wellness intervention helped improve P<sup>3</sup>, particularly in the area of psychological well-being for teachers, including self-reported hope, overall mental health, stress management, and decreased depressive symptoms. Physical well-being for teachers and leaders was also positively impacted, including sleep, exercise behaviors, and overall physical health. Self-efficacy and classroom quality were also positively impacted across all tiers for teachers. Fewer leader impacts were observed, with the exception of stress management.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"76 ","pages":"Pages 74-86"},"PeriodicalIF":3.1,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146134349","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}

引用次数: 0

Caregivers’ interaction skills in center-based childcare: Associations with ratios, education, and interaction contexts 照料者在以中心为基础的儿童保育中的互动技巧：与比率、教育和互动环境的关联

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-07-01 Epub Date: 2026-01-29 DOI: 10.1016/j.ecresq.2026.01.010

Ida Egmose , Laura Lærkegaard Støve , Anna Fleng Nielsen , Anne Christine Stuart , Katrien O.W. Helmerhorst , Katrine Isabella Wendelboe , Mette Skovgaard Væver , Johanne Smith-Nielsen

{"title":"Caregivers’ interaction skills in center-based childcare: Associations with ratios, education, and interaction contexts","authors":"Ida Egmose , Laura Lærkegaard Støve , Anna Fleng Nielsen , Anne Christine Stuart , Katrien O.W. Helmerhorst , Katrine Isabella Wendelboe , Mette Skovgaard Væver , Johanne Smith-Nielsen","doi":"10.1016/j.ecresq.2026.01.010","DOIUrl":"10.1016/j.ecresq.2026.01.010","url":null,"abstract":"<div><div>High-quality interactions between childcare professionals and children are essential for supporting child development. In this study, we examined how caregiver interaction skills vary in relation to child-to-caregiver ratios and caregiver education, and across different daily interaction contexts (e.g., meals and diaper changes) in early center-based childcare. Additionally, we compared different operationalizations of child-to-caregiver ratios and their associations with caregiver interaction skills. Participants were 136 childcare professionals working in center-based childcare for children under 3 years within the capital region of Denmark. Caregiver interaction skills were coded from video recordings of four typical daily interaction contexts: diaper change, mealtime, transition, and play. Three ratio measures were assessed: a self-reported ratio, a care-group ratio based on hourly counts of caregivers and children in the care group, and a situation-specific ratio based on second-by-second counts of caregivers and children involved in the assessed interaction. Generalized Estimating Equations showed that the situation-specific ratio was associated with sensitive responsiveness, while the care-group ratio was consistently associated with caregivers’ educational interaction skills. Further, caregivers with formal childcare education (a bachelor’s degree or vocational training) demonstrated better educational interaction skills than those without. Finally, caregiver interaction skills were lower during routine situations than during play. The findings underscore the need for future research to carefully define and differentiate among operationalizations of child-to-caregiver ratios and varying levels of ECEC qualifications and to examine ways to strengthen interaction quality in everyday routines.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"76 ","pages":"Pages 29-39"},"PeriodicalIF":3.1,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146072179","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}

引用次数: 0

The roles of emotion understanding and peer play on Turkish preschoolers’ social problem-solving 情绪理解和同伴游戏在土耳其学龄前儿童社会问题解决中的作用

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-07-01 Epub Date: 2026-02-05 DOI: 10.1016/j.ecresq.2026.01.012

Burcu Bugan-Kisir, Feyza Corapci

{"title":"The roles of emotion understanding and peer play on Turkish preschoolers’ social problem-solving","authors":"Burcu Bugan-Kisir, Feyza Corapci","doi":"10.1016/j.ecresq.2026.01.012","DOIUrl":"10.1016/j.ecresq.2026.01.012","url":null,"abstract":"<div><div>Social problem solving (SPS) refers to children's ability to generate effective solutions to challenging interpersonal situations. Although play offers preschoolers opportunities to develop problem-solving skills, the impact of peer play on SPS remains underexplored compared to intrapersonal correlates such as child’s age or emotional processes. The goal of this study was twofold: (1) to examine well-established correlates of SPS (i.e., age, gender, social competence, emotional responses) in a sample of Turkish preschoolers, and (2) to explore how socially complex peer play contributes to SPS. Participants were 276 Turkish preschoolers, their mothers, and teachers. Preschoolers were individually assessed for emotion understanding and SPS, including their emotional and behavioral response choices to peer conflict scenarios, while teachers provided information about children's social competence through questionnaires. Replicating previous studies, preschoolers' prosocial response choices were positively related to teacher-ratings of social competence. Older preschoolers and girls endorsed more prosocial response choices than their younger counterparts and boys. Hierarchical regression analyses were conducted on a random subsample of children (<em>N</em> = 111) who had peer play observations at preschool. Results revealed that emotion understanding and socially complex peer play each contributed independently to preschoolers’ prosocial response choices. Lower levels of emotion understanding predicted aggressive response choices, while spending less time in socially complex peer play predicted passive response choices. Theoretical and practical implications are discussed, along with recommendations for future research.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"76 ","pages":"Pages 52-61"},"PeriodicalIF":3.1,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146134351","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}

引用次数: 0

Teachers’ professional well-being in Dutch child care and after-school care programs: relations with individual, classroom and organizational characteristics 荷兰儿童保育和课后护理项目中教师的职业幸福感：与个体、课堂和组织特征的关系

IF 3.7 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-05-29 DOI: 10.1016/j.ecresq.2026.05.005

Bodine R. Romijn, Pauline L. Slot, Paul. P.M. Leseman

{"title":"Teachers’ professional well-being in Dutch child care and after-school care programs: relations with individual, classroom and organizational characteristics","authors":"Bodine R. Romijn, Pauline L. Slot, Paul. P.M. Leseman","doi":"10.1016/j.ecresq.2026.05.005","DOIUrl":"https://doi.org/10.1016/j.ecresq.2026.05.005","url":null,"abstract":"This paper investigates determinants of professional well-being (PWB) of teachers working in child care (i.e. day care and after-school care) using the Job Demands and Resources (JD-R) model. Based on nationally representative data from 841 teachers and 494 leaders working in 559 Dutch child care centers, we tested a comprehensive set of possible predictors of PWB at the individual teacher (e.g., work experience), classroom (e.g., classroom composition) and organizational level (e.g., team cohesion based on teachers’ and leaders’ views). Following the JD-R model, job demands included working hours, children-to-teacher ratio, age composition in the classroom, and proportion of children with behavioral difficulties or special needs, staff shortage and percentage of permanent staff, and resources concerned team cohesion and continuous professional development. We utilized data of different program types (i.e. full-day child care, half-day child care, and after-school programs) from two nationally representative samples, one collected before COVID-19 and one collected after. Our results indicated that job demands and resources were related differently to various professional well-being measures and that associations differed by program type, emphasizing the importance of adopting a comprehensive approach to understand teachers’ PWB. Altogether, only a few job demands (e.g., children-to-teacher ratio) were related to PWB in some program types, but the most consistent and strongest finding concerned the positive association of team cohesion, suggesting a buffering effect. Also, teachers’ PWB decreased after COVID-19. In conclusion, our study highlights that a joint focus on strengthening job resources within the organization fulfills a pivotal role in creating and maintaining a sustainable and high-quality workforce.","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"17 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2026-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286404","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}

引用次数: 0

The relationship of home-rearing environment with early childhood social competence and behavioral difficulties: Insights from Nepalese children 家庭养育环境与幼儿社会能力和行为困难的关系：来自尼泊尔儿童的观察

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-04-01 Epub Date: 2025-12-10 DOI: 10.1016/j.ecresq.2025.12.001

Smarika Shrestha , Xiang Li , Zhu Zhu , Hilda Meriyandah , Yuri Nurdiantami , Alpona Afsari Banu , Maiko Shigeeda , Tokie Anme

{"title":"The relationship of home-rearing environment with early childhood social competence and behavioral difficulties: Insights from Nepalese children","authors":"Smarika Shrestha , Xiang Li , Zhu Zhu , Hilda Meriyandah , Yuri Nurdiantami , Alpona Afsari Banu , Maiko Shigeeda , Tokie Anme","doi":"10.1016/j.ecresq.2025.12.001","DOIUrl":"10.1016/j.ecresq.2025.12.001","url":null,"abstract":"<div><div>Early childhood represents a critical period for social and behavioral development, during which parental caregiving decisions significantly influence developmental outcomes. Home-rearing environment with low parental interaction has been associated with increased risks of low social competence and heightened behavioral difficulties; however, the strength and nature of these associations remain underexamined in the Nepalese context. This cross-sectional study investigated the relationship between the quality of the home-rearing environment and children’s social competence and behavioral difficulties among 256 Nepalese children aged 2 to 6 years. Data were collected through parent and teacher completed questionnaires and analyzed using Fisher’s exact test and multivariable logistic regression. The findings indicated that a nurturing home environment characterized by quality family time, non-harsh disciplinary approaches, and access to social support was significantly associated with enhanced social competence and fewer behavioral difficulties. These results emphasize the importance of positive home-rearing practices in early childhood and offer valuable evidence to inform childcare strategies and public health policies in Nepal.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"75 ","pages":"Pages 46-59"},"PeriodicalIF":3.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145732804","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}

引用次数: 0