Early Childhood Research Quarterly最新文献

{"title":"Mixed delivery prekindergarten systems: partnering practices and early care and education capacity over time and place","authors":"Hope G. Casto ,&nbsp;John W. Sipple ,&nbsp;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}

{"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 ,&nbsp;Lisa L. Knoche ,&nbsp;Junrong Lu ,&nbsp;Molly J. Goldberg ,&nbsp;Paige D. Wernick ,&nbsp;Shayne B. Piasta ,&nbsp;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}

{"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 ,&nbsp;Angelica Ramos ,&nbsp;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}

{"title":"Latine caregiver math talk across contexts and its relation to child math outcomes","authors":"Gigliana Melzi,&nbsp;Paola Montúfar Soria,&nbsp;Verónica Mesalles","doi":"10.1016/j.ecresq.2025.02.013","DOIUrl":"10.1016/j.ecresq.2025.02.013","url":null,"abstract":"<div><div>Caregiver math talk is an important mechanism for young children's math learning. The present study examined the amount, content, and pragmatic intent of math talk used by U.S. Latine caregivers with low incomes and explored concurrent associations to child math outcomes. Seventy-three caregivers were asked to teach their preschool-aged children to set the table and share a wordless picture book. Caregivers produced and elicited more math talk in the household chore task compared to the book-sharing task. Caregiver math talk in the household chore task only was significantly and negatively related to math outcomes. Results point to the need to consider the contexts in which families engage in math learning and how caregivers construct math learning experiences for their children.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 133-142"},"PeriodicalIF":3.2,"publicationDate":"2025-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143471172","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":"Piloting an approach to family-implemented decoding instruction for kindergarten-aged children","authors":"Colby Hall ,&nbsp;Katlynn Dahl-Leonard ,&nbsp;Garrett J. Roberts ,&nbsp;Philip Capin ,&nbsp;Delanie Peacott ,&nbsp;Lauren Thayer ,&nbsp;Kristin Conradi Smith","doi":"10.1016/j.ecresq.2025.02.011","DOIUrl":"10.1016/j.ecresq.2025.02.011","url":null,"abstract":"<div><div>Although phonics knowledge and decoding skill are important for academic and life success, there is little research that examines the effects of home-based, family-implemented instruction on the development of these early literacy skills. The purpose of this multiple baseline across participants single case experimental design study was to evaluate the effects of a family-implemented decoding instructional approach that was designed to “launch” young children into reading. We also measured the extent to which family members were able to implement instruction with fidelity and their perceptions about the appropriateness, feasibility, and acceptability of procedures and materials. The Launch into Reading intervention produced moderate to large effects, on average, on decoding outcomes for kindergarten-aged children. On average, participating families were able to implement the intervention with fidelity. Family members reported a high degree of satisfaction with intervention materials and procedures. Results suggest the need for additional supports for individuals who are having difficulty implementing with fidelity and for children who need more practice to learn letter-sound correspondences and use phonics knowledge to decode words. Still, this relatively simple home-based intervention shows initial evidence of promise.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 122-132"},"PeriodicalIF":3.2,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143454597","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":"Cognitively engaging physical activity has an immediate impact on preschool children's executive function","authors":"Marcia L. Preston ,&nbsp;Megan McClelland ,&nbsp;Janelle Craig ,&nbsp;Elana Herbst ,&nbsp;Roberta Michnick Golinkoff","doi":"10.1016/j.ecresq.2025.02.008","DOIUrl":"10.1016/j.ecresq.2025.02.008","url":null,"abstract":"<div><div>Executive function (EF) skills are important for a wide-range of outcomes, including academic achievement and socio-emotional development. Previous research with adolescents and adults provides support for a connection between physical activity and improvements in EF, though less is known about the impact of physical activity on EF for <em>preschool</em> children. Additionally, not all physical activity has been equally supportive of EF development. Utilizing a pretest-posttest intervention with 111 children (M <em>age</em>=58.5 months, 53 % female, 91 % White, 59 % Latino), the current study examined the immediate impact of cognitively engaging physical activity on three components of preschool children's EF skills. As expected, the cognitively engaging physical activity condition resulted in the greatest immediate improvements in performance on EF tasks, though in some circumstances, physical activity alone and cognitive engagement alone were also effective. In addition to confirming the hypothesis, this study also adds to the existing literature in that the intervention was effective for preschool children and the effects were found immediately after a short intervention. The findings here are especially promising given that children benefited from the intervention after only twelve minutes of activity, thereby providing further justification for increasing daily opportunities for physical activity and exercise play for preschool children.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 91-101"},"PeriodicalIF":3.2,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143445629","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":"Participation in early childhood education in Kosovo: (Re-)migration and international orientation as a resource for the participation of early childhood education institutions","authors":"Saranda Shabanhaxhaj,&nbsp;Heike Wendt","doi":"10.1016/j.ecresq.2025.02.007","DOIUrl":"10.1016/j.ecresq.2025.02.007","url":null,"abstract":"<div><div>This study investigates inequalities in early childhood education (ECE) attendance and mathematics and science competencies in Kosovo, a small country in south-east Europe that has been significantly impacted by war, unrest, and economic instability over recent decades, forcing people to migrate. The present research examines to what extent parents who experienced war-related migration as children and whose own children are now fourth graders are influenced by those experiences with regard to their educational decisions and practices. Bourdieu's theory of social reproduction and Boudon's theory of educational choice, as well as concepts of hybridity and multilocality, are used as a basis for investigating the relationship between migration, family background, and ECE attendance to explore the complexity and fluidity of migration processes. In the context of this resource-focused approach, we argue that migration-related hybridity and multilocality also represent an educational opportunity and can transform social origins, potentially mitigating educational inequalities in ECE attendance. Data from the TIMS-study on N = 4496 Kosovar fourth-grade students whose parents were affected by the large waves of migration in the 1990s were analyzed. In Kosovo, war-related displacement and migration have changed family structures and practices, as evidenced by the finding that 7 percent of children grow up in a binational family and 21 percent of all mothers use migration-related language practices (French, Italian, German, or English) with their children. There are no significant differences in ECE attendance in relation to the immigration of at least one member of the nuclear family. However, there is a significant positive correlation between migration-related language practices and decisions to send children to ECE institutions; these children also performed better in mathematics and science at the 4^th-grade level. The findings point out the importance of educational opportunities for displaced persons for the education of subsequent generations.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 102-111"},"PeriodicalIF":3.2,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143454548","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}

{"title":"What makes home visits effective? An examination of therapeutic mechanisms in the Recipe 4 Success preventive intervention","authors":"Sarah M. Braaten ,&nbsp;Robert L. Nix ,&nbsp;Sukhdeep Gill ,&nbsp;Michelle M. Hostetler ,&nbsp;Cheryl B. McNeil ,&nbsp;Lori A. Francis ,&nbsp;Mark E. Feinberg ,&nbsp;Cynthia A. Stifter","doi":"10.1016/j.ecresq.2025.02.012","DOIUrl":"10.1016/j.ecresq.2025.02.012","url":null,"abstract":"<div><div>Previous research has documented the importance of early childhood home visiting programs in promoting healthy parent and child functioning among families living in poverty. However, it remains unclear which aspects of home visiting are most critical in driving change. This study helps fill that gap by examining the extent to which five key therapeutic mechanisms accounted for differences between families who participated in the Recipe 4 Success preventive intervention, which was embedded within Early Head Start, compared to families who continued to receive usual practice Early Head Start home visits. The sample included 242 families with 2-year-old toddlers, most of whom were living in poverty (37 % white, 25 % Black, 19 % Latiné, 17 % Multiracial, and 2 % Asian; median income = $1,555 per month). Three sessions of home visits across both study conditions were audio recorded and coded to assess therapeutic mechanisms. Findings from mediation path analysis models revealed that enhancements to therapeutic mechanisms representing the parent-home visitor working alliance, home visitor facilitation skills, and parent engagement appeared to account for much of the intervention effect on multiple indicators of parents’ sensitive scaffolding and responsive food parenting practices. This study highlights the value of a carefully structured and sequenced curriculum in enhancing critical therapeutic mechanisms to improve the overall effectiveness of home visits, so participating families have a greater opportunity to thrive.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 112-121"},"PeriodicalIF":3.2,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143454596","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":"Daycare instability during COVID-19, child psychosocial functioning, and the parent-child relationship: A combined retrospective and prospective study","authors":"Anat Moed,&nbsp;Ayala Razer","doi":"10.1016/j.ecresq.2025.02.010","DOIUrl":"10.1016/j.ecresq.2025.02.010","url":null,"abstract":"<div><div>Although childcare instability has been the focus of a large body of research, daycare instability (i.e., instability related only to the daycare center itself) has yet to receive adequate empirical attention. In the context of the COVID-19 outbreak, this study examines longitudinal associations between daycare instability throughout the first 12 months of the pandemic (T0; retrospectively reported) and children's psychosocial adjustment approximately 2 (T1) and 2.5 (T2) years into the pandemic. This study also extends previous research by examining longitudinal associations with the quality of the parent-child relationship 3 years into the pandemic (T3), a potentially relevant outcome currently missing from research on childcare instability. Questionnaires assessing daycare instability, child stress reactions, child internalizing problems, and parent-child relationship quality were completed by Israeli parents (<em>N_T0,T1</em> = 1226, <em>Mean</em>_{<em>parent</em>}<em>_{_age}</em> = 34.53, <em>SD_{parent_age}</em> = 5.95, 62% mothers; <em>Mean_{child_age}</em> = 3.22, <em>SD_{child_age}</em> = 1.19, 52% girls) at three different assessment points covering four distinct time periods throughout the first 3 years of the pandemic (T0-T3). A longitudinal path model revealed that daycare instability throughout the first year of the pandemic was indirectly associated with more conflict and less closeness in the parent-child relationship three years into the pandemic. These associations were mediated by child stress reactions and internalizing problems, as assessed approximately 2 and 2.5 years into the pandemic, respectively. Results suggest that daycare instability is an early childhood contextual stressor, and a comprehensive examination of the model supports a stress mediation model involving potential child-driven effects on the parent-child relationship quality.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 81-90"},"PeriodicalIF":3.2,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143438178","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":"Corrigendum to “Examining the relationship between discrimination, access to material resources, and black children's behavioral functioning during COVID-19” [Early Childhood Research Quarterly Volume 62, 1st Quarter 2023, Pages 335-346]","authors":"Nneka Ibekwe-Okafor ,&nbsp;Jacqueline Sims ,&nbsp;Sihong Liu ,&nbsp;Stephanie M. Curenton ,&nbsp;Iheoma Iruka ,&nbsp;Kerry-Ann Escayg ,&nbsp;Beverly Bruno ,&nbsp;Philip Fisher","doi":"10.1016/j.ecresq.2025.02.005","DOIUrl":"10.1016/j.ecresq.2025.02.005","url":null,"abstract":"","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Page 80"},"PeriodicalIF":3.2,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143429586","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}