Early Childhood Research Quarterly最新文献

Bidirectional longitudinal relations between caregiving styles and young rural Chinese children's academic skills

IF 3.2 1区教育学

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

{"title":"Bidirectional longitudinal relations between caregiving styles and young rural Chinese children's academic skills","authors":"Xinzhuo Zou , Xiao Zhang , Nan Xiao , Weiyi Xie , Ping Wang","doi":"10.1016/j.ecresq.2025.03.006","DOIUrl":"10.1016/j.ecresq.2025.03.006","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 238-249"},"PeriodicalIF":3.2,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143825626","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

Potential moderators of the association between parental psychological distress and perceived child externalizing behaviors

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-04-10 DOI: 10.1016/j.ecresq.2025.03.007

Abigail J. Anderson , Christina M. Rodriguez

{"title":"Potential moderators of the association between parental psychological distress and perceived child externalizing behaviors","authors":"Abigail J. Anderson , Christina M. Rodriguez","doi":"10.1016/j.ecresq.2025.03.007","DOIUrl":"10.1016/j.ecresq.2025.03.007","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 229-237"},"PeriodicalIF":3.2,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143808119","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

Development of reading attitudes in preschool children: Trajectories, antecedents and consequences

IF 3.2 1区教育学

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

{"title":"Development of reading attitudes in preschool children: Trajectories, antecedents and consequences","authors":"Shuting Huo , Xiujie Yang , Nan Xiao , Xiao Zhang","doi":"10.1016/j.ecresq.2025.03.005","DOIUrl":"10.1016/j.ecresq.2025.03.005","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 215-228"},"PeriodicalIF":3.2,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143767453","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

One size does not fit all: Associations between child characteristics, differential treatment of children by educators and quality in child care centers

IF 3.2 1区教育学

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

{"title":"One size does not fit all: Associations between child characteristics, differential treatment of children by educators and quality in child care centers","authors":"Michal Perlman, Gabriella Nocita, Nina Sokolovic, Olesya Falenchuk, Jennifer M. Jenkins","doi":"10.1016/j.ecresq.2025.03.002","DOIUrl":"10.1016/j.ecresq.2025.03.002","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 205-214"},"PeriodicalIF":3.2,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143724356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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

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

{"title":"Associations between school characteristics and learning gains for pre-K attenders and non-attenders: Important constructs, limited evidence","authors":"Arya Ansari , Natalie Koziol , Meghan McCormick , Kelly Purtell , Tzu-Jung Lin , Mary Bratsch-Hines , Laura Kuhn , Amanda Witte , Ximena Franco-Jenkins","doi":"10.1016/j.ecresq.2025.03.001","DOIUrl":"10.1016/j.ecresq.2025.03.001","url":null,"abstract":"<div><div>Drawing on data from the Early Learning Network (<em>n</em> = 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.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 182-194"},"PeriodicalIF":3.2,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143704187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“They felt the safe space”: Practitioner experiences of delivering Mellow Babies, a targeted, early intervention program for parents and their babies

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-03-26 DOI: 10.1016/j.ecresq.2025.03.003

Melissa Cruz , Aigli Raouna , Ruaridh Malcolm , Raquib Ibrahim , Angus MacBeth

{"title":"“They felt the safe space”: Practitioner experiences of delivering Mellow Babies, a targeted, early intervention program for parents and their babies","authors":"Melissa Cruz , Aigli Raouna , Ruaridh Malcolm , Raquib Ibrahim , Angus MacBeth","doi":"10.1016/j.ecresq.2025.03.003","DOIUrl":"10.1016/j.ecresq.2025.03.003","url":null,"abstract":"<div><div>Addressing inequalities in childhood and intergenerational mental health requires a holistic understanding of the interplay of multiple complex socio-contextual factors and their impacts on families and caregivers. Mellow Babies (MB) is a group-based parenting program that aims to improve both parent and child wellbeing by addressing barriers for parents facing multiple adversities. Although there is quantitative and qualitative evidence for MB as an effective intervention, there is less evidence on how practitioners experience the delivery of MB. Using thematic analysis, this study explored practitioner attitudes towards delivering the program, identifying the components and processes in MB that practitioners believed contributed to parental experiences and outcomes. In total, 19 focus groups were conducted across the UK, engaging 42 facilitators and creche workers. Three themes and ten sub-themes emerged from the data, highlighting active parent participation driven by a supportive environment, interactive strategies, and diverse activities. Practitioners generally believed participation in MB was beneficial for participants. They identified components of their role and service structure that supported the sessions including the flexible nature of their position which enabled trusting relationships; the environment which provided a comfortable learning and development space; and the group support structure and community setting.</div><div><strong>Clinical trial registration:</strong> The study was registered with ISRCTN: Registration number ISRCTN17621046.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 195-204"},"PeriodicalIF":3.2,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143706046","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

Mixed delivery prekindergarten systems: partnering practices and early care and education capacity over time and place

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-03-14 DOI: 10.1016/j.ecresq.2025.02.009

Hope G. Casto , John W. Sipple , Lisa A. McCabe

{"title":"Mixed delivery prekindergarten systems: partnering practices and early care and education capacity over time and place","authors":"Hope G. Casto , John W. Sipple , Lisa A. McCabe","doi":"10.1016/j.ecresq.2025.02.009","DOIUrl":"10.1016/j.ecresq.2025.02.009","url":null,"abstract":"<div><div>As states have increased prekindergarten (PreK) opportunities over the last two decades, most have chosen to implement a mixed delivery system in which programming is offered in both school districts and in community-based organizations (CBOs). How the provision of PreK programming has varied across the school- and community-based parts of the mixed delivery systems in different locales and over time is not well understood. Nor is it clear how the suppressed capacity for infant and toddler child care, an unintended consequence of PreK in some areas, might relate to equity of access in mixed delivery programming. New York State, a geographically diverse state where school districts are mandated to subcontract with CBOs for at least 10 % of Universal PreK (UPK) delivery, is an ideal setting to further our understanding of these relationships. Using administrative data for 670 NY school districts (excluding NY City) and about 9000 CBO providers, this study uses a series of logistic and negative binomial regression models to examine patterns of mixed delivery UPK over time (2007-2016), as well as how partnering relates to important equity issues in infant and toddler capacity. While the provision of UPK increases over time for all locales, we find a reduction in the levels of partnering for UPK provision in rural locales. Findings also indicate that degree of UPK partnering (none, some, or all) is not predictive of community capacity for infant and toddler care. These results reinforce the need to understand how schools and communities work together to form more effective cross-sector community partnerships and ensure an ECE sector with access for children and families across varied communities.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 170-181"},"PeriodicalIF":3.2,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143619870","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

A meta-analysis of the effectiveness of coaching and the contribution of coaching processes to learning outcomes for early childhood teachers and children

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-03-03 DOI: 10.1016/j.ecresq.2025.02.014

Rachel E. Schachter , Lisa L. Knoche , Junrong Lu , Molly J. Goldberg , Paige D. Wernick , Shayne B. Piasta , Hope Sparks Lancaster

{"title":"A meta-analysis of the effectiveness of coaching and the contribution of coaching processes to learning outcomes for early childhood teachers and children","authors":"Rachel E. Schachter , Lisa L. Knoche , Junrong Lu , Molly J. Goldberg , Paige D. Wernick , Shayne B. Piasta , Hope Sparks Lancaster","doi":"10.1016/j.ecresq.2025.02.014","DOIUrl":"10.1016/j.ecresq.2025.02.014","url":null,"abstract":"<div><div>Coaching in early childhood (EC) settings (birth-8 yrs) is a commonly used tool for supporting EC teachers. Yet, research regarding the effectiveness of coaching is mixed, and the “active ingredients” or coaching processes associated with change are understudied. In this study, we examined the effects of coaching on EC teachers’ practice, knowledge, and beliefs and child outcomes and the contributions of specific coaching processes, with respect to both overall and unique effects. We meta-analyzed data from 124 studies with 1042 effect sizes. Results indicated overall positive effects of coaching (i.e., compared to no or little professional learning) on teachers’ practice, knowledge, and beliefs as well as child outcomes. When considering unique effects (i.e., coaching compared to the same professional learning without coaching), there were no effects on practice but positive effects on child outcomes. Findings for coaching processes were limited, with the coaching process of modeling consistently increasing the effects of coaching for teacher practice and co-teaching decreasing the effects for teacher knowledge and practice. No coaching processes moderated effects on child outcomes. This study is an important step in understanding potential mechanisms within coaching that contribute to change in various teacher and child outcomes.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 156-169"},"PeriodicalIF":3.2,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143528781","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 Ebony and Malik share stories in school: White teachers’ perceptions of children's use of African American English during oral storytelling

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-03-03 DOI: 10.1016/j.ecresq.2025.02.006

Nicole Gardner-Neblett , Angelica Ramos , Allison De Marco

{"title":"When Ebony and Malik share stories in school: White teachers’ perceptions of children's use of African American English during oral storytelling","authors":"Nicole Gardner-Neblett , Angelica Ramos , Allison De Marco","doi":"10.1016/j.ecresq.2025.02.006","DOIUrl":"10.1016/j.ecresq.2025.02.006","url":null,"abstract":"<div><div>Many teachers view African American English (AAE) as unacceptable for classroom discourse, yet few studies have investigated teachers’ perceptions of children's use of AAE within the context of oral storytelling nor the effect of children's gender and narrative quality. The current study addressed this gap in the literature by using mixed methods to examine the extent to which White teachers’ judgments about African American children's stories varied as a function of a hypothetical child's use of AAE, the hypothetical child's gender, and the objective quality of the story. We randomly assigned 238 White teachers in the U.S. to evaluate two stories of higher- and lower quality, using either stereotypical African American girl or boy names and containing either AAE or Standardized American English (SAE). Results revealed that teachers judged the stories containing AAE more harshly than stories told using SAE, and reported a greater likelihood of providing AAE storytellers with remediation and referrals for services, regardless of the quality of the story. Gender differences emerged as teachers critiqued AAE stories told using a boy's name more unfavorably than stories using a girl's name. Teachers perceived deficits in the AAE-speaking children's vocabulary and grammar skills, but rarely mentioned the use of dialect. Given that oral storytelling skills are foundational for children's early literacy development, understanding teachers’ perceptions about the use of AAE during storytelling is critical for informing efforts to capitalize upon these early skills for learning and development.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 143-155"},"PeriodicalIF":3.2,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143528779","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

Latine caregiver math talk across contexts and its relation to child math outcomes

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-02-22 DOI: 10.1016/j.ecresq.2025.02.013

Gigliana Melzi, Paola Montúfar Soria, Verónica Mesalles

引用次数: 0