Early Childhood Research Quarterly最新文献

How are Difficulty Types Related to the Allocation of Special Needs Assistance in Early Childhood Education and Care 在幼儿教育及照顾方面，困难类型与特殊需要援助的分配有何关系

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-10-11 DOI: 10.1016/j.ecresq.2025.10.002

Louie Lei Wang , Monica Melby-Lervåg , Ratib Lekhal , Mari Vaage Wang

{"title":"How are Difficulty Types Related to the Allocation of Special Needs Assistance in Early Childhood Education and Care","authors":"Louie Lei Wang , Monica Melby-Lervåg , Ratib Lekhal , Mari Vaage Wang","doi":"10.1016/j.ecresq.2025.10.002","DOIUrl":"10.1016/j.ecresq.2025.10.002","url":null,"abstract":"<div><div>Early intervention for children with difficulties is crucial for their academic and life outcomes. However, we know little about how special needs assistance (SNA) is allocated to early childhood education and care (ECEC). This study is based on the Norwegian Mother, Father and Child Cohort Study (MoBa) and examines whether children’s difficulty types predict SNA allocation and its hours, with ECEC and demographic variables controlled. We used the maternal questionnaire when children were 5 years old (<em>n</em> = 41,452; 2,340 received SNA). The outcomes were whether the children received SNA and its weekly hours. Children’s difficulties were measured through single questions and rating scales; ECEC factors included a parental satisfaction scale and the caretakers–children ratio. Demographic variables included children’s sex and age, and parental education. We used a zero-inflated Poisson regression for the data analysis. Among the children receiving SNA, 35% had language difficulties, but they received few assisted hours. These children had more severe difficulties compared to those with language difficulties but without SNA. Children with comorbid language and developmental difficulties were most likely to receive SNA (89%) and had the highest number of hours. Children with behavioral problems were least likely to receive SNA. Higher ECEC satisfaction predicted more hours. A higher caretakers–children ratio predicted an increased likelihood of receiving SNA and more hours. In conclusion, children with language difficulties constitute the largest SNA group, yet they receive few hours. ECEC factors are related to detecting and supporting children in need.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 211-220"},"PeriodicalIF":3.1,"publicationDate":"2025-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145261681","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 novel ecological model of holistic early childhood workforce well-being: The utilization of an ai-assisted systematic review 一个全新的整体幼儿劳动力福利生态模型：利用人工智能辅助系统评价

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-10-10 DOI: 10.1016/j.ecresq.2025.09.007

Lieny Jeon , Kyong-Ah Kwon , Sooyeon Byun , Dominique Charlot-Swilley , Celene E. Domitrovich , Charlotte V. Farewell , Timothy G. Ford , Holly Hatton , Yoonkyung Oh , Jini E. Puma , Early Head Start/Head Start Workforce Well-Being Consortium

{"title":"A novel ecological model of holistic early childhood workforce well-being: The utilization of an ai-assisted systematic review","authors":"Lieny Jeon , Kyong-Ah Kwon , Sooyeon Byun , Dominique Charlot-Swilley , Celene E. Domitrovich , Charlotte V. Farewell , Timothy G. Ford , Holly Hatton , Yoonkyung Oh , Jini E. Puma , Early Head Start/Head Start Workforce Well-Being Consortium","doi":"10.1016/j.ecresq.2025.09.007","DOIUrl":"10.1016/j.ecresq.2025.09.007","url":null,"abstract":"<div><div>A critical factor in promoting quality practices in early care and education (ECE) settings is educator well-being, a multi-dimensional construct influenced by a variety of contextual factors. There has yet to be consensus on conceptualizing early childhood workforce well-being in a way that encompasses multiple factors and complex dynamics among them. Designed by an interdisciplinary group of scholars, this study aimed to develop a novel conceptual model, the <em>Ecological Model of Holistic ECE Workforce Well-Being</em>, that captures multiple layers of well-being. In addition, this new model was validated using an AI-assisted systematic review that identified 345 studies published between 1990 and 2023 for inclusion. We examined four core domains of ECE workforce well-being (i.e., physical, psychological, and professional well-being and health behaviors) and how these have been studied in the literature with regards to relational well-being and contextual factors. While our systematic review covers literature published between 1990 and 2023, it is noteworthy that there has been growing attention to ECE workforce well-being since 2019. However, most studies focused on one or two indicators of well-being using descriptive or correlational methods. This study provides future directions for ECE workforce well-being research and practice by identifying gaps in the literature that could support efforts to professionalize the ECE workforce and, ultimately, enhance the quality of care and learning for young children.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 199-210"},"PeriodicalIF":3.1,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145261694","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

Participative kindergarten culture, teacher psychological capital, well-being, and teaching for creativity: A job demands–resources analysis 参与式幼儿园文化、教师心理资本、幸福感与创造性教学：工作需求-资源分析

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-10-09 DOI: 10.1016/j.ecresq.2025.09.009

Chan Wang , Hongbiao Yin

{"title":"Participative kindergarten culture, teacher psychological capital, well-being, and teaching for creativity: A job demands–resources analysis","authors":"Chan Wang , Hongbiao Yin","doi":"10.1016/j.ecresq.2025.09.009","DOIUrl":"10.1016/j.ecresq.2025.09.009","url":null,"abstract":"<div><div>Using the framework of the Job Demands–Resources (JD-R) model, this study examined the effects of participative kindergarten culture and teacher psychological capital (PsyCap) on teachers’ emotions, work engagement, and teaching for creativity. The study involved 1,409 kindergarten teachers in China. The results of covariance-based structural equation modeling and bootstrapping analysis indicated that participative kindergarten culture and PsyCap were positively associated with teachers’ enjoyment, work engagement, and teaching for creativity. Among the three types of teacher emotions examined, only teacher enjoyment showed a weak positive association with teaching for creativity. Work engagement had a stronger effect on teaching for creativity than teacher enjoyment, mediating both the positive association between enjoyment and teaching for creativity and the negative relationship between anger and teaching for creativity. Teacher enjoyment and work engagement served as mediators in the relationships of participative kindergarten culture and PsyCap with teaching for creativity, either individually or sequentially. These findings contribute to the understanding of the JD-R model, teacher emotions, work engagement, and outcomes in early childhood settings and provide insights into teachers’ well-being and outcomes at work.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 175-188"},"PeriodicalIF":3.1,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145266620","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

Integrating the PERMA model and SWPBS approach: effects on portuguese early childhood teachers’ well-being and children’s self-regulation 整合PERMA模型和SWPBS方法：对葡萄牙幼儿教师幸福感和儿童自我调节的影响

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-10-09 DOI: 10.1016/j.ecresq.2025.09.008

Filipe Piedade , Tiago Ferreira , Ana Lemos , Carolina Guedes , Diana Alves , Catarina Grande , Teresa Leal , Anastasia Vatou , Joana Cadima

{"title":"Integrating the PERMA model and SWPBS approach: effects on portuguese early childhood teachers’ well-being and children’s self-regulation","authors":"Filipe Piedade , Tiago Ferreira , Ana Lemos , Carolina Guedes , Diana Alves , Catarina Grande , Teresa Leal , Anastasia Vatou , Joana Cadima","doi":"10.1016/j.ecresq.2025.09.008","DOIUrl":"10.1016/j.ecresq.2025.09.008","url":null,"abstract":"<div><div>Early Childhood Education and Care (ECEC) teachers’ well-being is crucial for the adoption of educational practices that foster the development of self-regulation skills of children in their classrooms. Promoting these skills in preschool has proven to increase children’s school readiness and future academic achievement. Although interventions using Positive Psychology to address teachers’ well-being and interventions using School-Wide Positive Behaviour Support (SWPBS) to increase children’s self-regulation skills have achieved positive results, these elements have not been addressed simultaneously. In this paper, we measure the longitudinal effects of a one-year intervention, integrating the PERMA model and SWPBS approach into a ten-session training program, on 30 Portuguese ECEC teachers’ well-being and 397 children’s self-regulation skills. Using repeated measures ANOVA and a Latent Difference Score Model, we found statistically significant positive results between pre- and post-testing on teachers’ well-being levels and on children’s self-regulation skills. The results indicate that the combination of the PERMA model and the SWPBS approach can increase the effectiveness of interventions and professional development actions aiming to promote the well-being of ECEC teachers and the self-regulation skills of preschool children.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 189-198"},"PeriodicalIF":3.1,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145261682","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

Influences of reading skills in mathematics achievement: A moderated mediation model 阅读技能对数学成绩的影响：一个有调节的中介模型

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-10-09 DOI: 10.1016/j.ecresq.2025.10.001

Isabelle Chang

{"title":"Influences of reading skills in mathematics achievement: A moderated mediation model","authors":"Isabelle Chang","doi":"10.1016/j.ecresq.2025.10.001","DOIUrl":"10.1016/j.ecresq.2025.10.001","url":null,"abstract":"<div><div>This study examined the conditional direct and indirect effects of kindergarten math skills on fifth-grade math achievement varying at levels of kindergarten reading proficiency. Participants were 18,174 kindergartners in the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011. Results show that kindergarten math skills had stronger direct effects on fifth-grade math achievement than kindergarten reading skills. There were unequal effects of kindergarten math skills on fifth-grade math achievement depending on the levels of kindergarten reading skills in that the effects were more pronounced for those with weaker kindergarten reading proficiency and diminished as reading skills advanced. The effects of kindergarten math skills on fifth-grade math achievement were through working memory, and the mediating effects were uneven across different kindergarten reading skills but stronger for children with weaker kindergarten reading skills. Therefore, less proficient readers in fall kindergarten exerted more from spring kindergarten math and working memory when addressing fifth-grade math problems. Findings suggest that the effects of kindergarten math skills on fifth-grade math success were not uniform across different levels of kindergarten reading skills and reading held a critical role in math success. Future studies should explore whether there are disproportionate effects of initial math skills on later math achievement varying by racial and socioeconomic backgrounds resulting in math disparities. Intervention programs intended to improve math performance to narrow the racial and socioeconomic disparities should include reading comprehension and reasoning.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 164-174"},"PeriodicalIF":3.1,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145261690","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

Piecing together the puzzle: A mixed methods study of the Abecedarian Intervention 拼凑拼图：初级干预的混合方法研究

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-10-01 DOI: 10.1016/j.ecresq.2025.08.009

Kylie L. Garber , Margaret Burchinal , Sylvi Kuperman , Tiffany J. Foster , Frances Campbell , Craig Ramey

{"title":"Piecing together the puzzle: A mixed methods study of the Abecedarian Intervention","authors":"Kylie L. Garber , Margaret Burchinal , Sylvi Kuperman , Tiffany J. Foster , Frances Campbell , Craig Ramey","doi":"10.1016/j.ecresq.2025.08.009","DOIUrl":"10.1016/j.ecresq.2025.08.009","url":null,"abstract":"<div><div>The Abecedarian Study (ABC) has been integral to demonstrating the impacts of Early Care and Education (ECE). It is important to understand the practices and mechanisms through which ABC had impacts on later outcomes, but a lack of implementation data limits our understanding of program mechanisms. The present study took a mixed methods approach to describe the mechanisms of the original ABC program. The qualitative study provides a detailed description of the ABC program based on historical program documentation and retrospective interview responses of ABC teachers and staff. The teachers and staff reported individualized coaching, child-centered environments and activities, and frequent teacher-child conversations were common in ABC classrooms. Informed by qualitative results, a mediation analysis was conducted with the original ABC sample (<em>n</em> = 111). Analyses suggest that verbal skills at entry to school were the primary mechanism for ABC impacts on adult education and income. These findings suggest that ECE programs that focus on improving verbal skills, perhaps through child-centered activities and frequent teacher-child conversation may be more likely to have longer-term impacts.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 149-163"},"PeriodicalIF":3.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145220218","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 joint effect of screen use and home literacy on children's receptive vocabulary developmental trajectories: A harm reduction perspective 屏幕使用和家庭读写能力对儿童接受性词汇发展轨迹的共同影响：一个减少伤害的视角

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-09-30 DOI: 10.1016/j.ecresq.2025.09.004

Shan Lu , Chenchen Xu , Xiaoning Liu , Wenting Guo , Xiaopei Xing

引用次数: 0

Links among early childhood leadership, teacher-child interaction quality, and teacher retention 幼儿领导、师生互动质量与教师留任的关系

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-09-25 DOI: 10.1016/j.ecresq.2025.09.006

Anna J. Markowitz , Justin B. Doromal , Tammy Y. Yabiku

{"title":"Links among early childhood leadership, teacher-child interaction quality, and teacher retention","authors":"Anna J. Markowitz , Justin B. Doromal , Tammy Y. Yabiku","doi":"10.1016/j.ecresq.2025.09.006","DOIUrl":"10.1016/j.ecresq.2025.09.006","url":null,"abstract":"<div><div>Stable high quality early learning opportunities provide essential benefits for both young children and their caregivers, who rely on care for work. Central to this function is the skill and stability of the early educator in the room, who’s daily interactions and consistent present both support development and provide adults with assured daily caregiving support. Unfortunately, working conditions in U.S. early learning sites often result in low levels of classroom quality and high teacher turnover. This study explores the potential role of early childhood leadership in bolstering both quality and retention in early learning sites. Using a large sample of publicly-funded early learning sites in Louisiana we estimate the relationship between teachers’ perceptions of their leaders and an observational measure of teacher-child interactions, teachers’ intentions to stay in the field, and observed teacher retention one year later. We also explore variability by leadership domain. We find evidence that teachers’ ratings of leaders do shape all outcomes, with variable domain-level relationships for each outcome. Policy implications are discussed.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 117-135"},"PeriodicalIF":3.1,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145158205","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

“Preschool education in war and conflict zones” “战争和冲突地区的学前教育”

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-09-17 DOI: 10.1016/j.ecresq.2025.09.002

Oresta Karpenko , Wilfried Smidt , Yair Ziv , Gary Resnick (Special Content; Associate Editor)

引用次数: 0

Academic impacts of a mindfulness-based intervention on early grades students attending high-needs schools 正念干预对高需求学校低年级学生的学术影响

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-09-17 DOI: 10.1016/j.ecresq.2025.09.003

Amanda J. Moreno , Rebecca Hinze-Pifer , Stephen Baker , Reiko Kakuyama-Villaber , Adenia Linker

{"title":"Academic impacts of a mindfulness-based intervention on early grades students attending high-needs schools","authors":"Amanda J. Moreno , Rebecca Hinze-Pifer , Stephen Baker , Reiko Kakuyama-Villaber , Adenia Linker","doi":"10.1016/j.ecresq.2025.09.003","DOIUrl":"10.1016/j.ecresq.2025.09.003","url":null,"abstract":"<div><div>Academic impacts of school-based mindfulness programs (SBMPs) have been far less studied than social and emotional ones (Roeser et al., 2022), which is surprising considering the intuitive as well as documented ability of mindfulness exercises to train attentional mechanisms. The current study was set up to examine the impact of an SBMP on the executive function, verbal performance, and math performance of a sample of students (n’s = 1,116-1533) in the K-2 grades, relative to a more traditional, social scenarios-based social and emotional learning (SEL) program. 32 Chicago Public Schools were randomly assigned to either the treatment group, which employed the Calm Classroom K-2 program (CCK2; Luster Learning Institute), or the active control group, which employed the district’s default SEL program, Second Step (Committee for Children). The CCK2 group demonstrated advantages in verbal performance after one year of programming (impact estimate = .35 SD) and no other statistically significant program impacts, although any non-trivial differences also favored CCK2 (impact estimates = .05 - .21 SD). Treatment-control differences after two years were smaller, which was contrary to expectations. Exploratory moderation analyses did not reveal any specialized findings within subgroups (e.g., gender, race), or by implementation fidelity. Findings are discussed in terms of the conservative design, implementation challenges in a large-scale program within high-needs public schools, and the different potential mechanisms operating in these programs, making them more complementary than competitive, and suggesting merit in offering non-cognitive activities that employ both “internal” and “external” approaches.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 106-116"},"PeriodicalIF":3.1,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145093844","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