Early Childhood Research Quarterly最新文献

{"title":"Reciprocal effects between phonological processing skills and Chinese word reading in kindergarten children: A longitudinal cross-lagged study","authors":"Xiujie Yang ,&nbsp;Liushuang Zhang ,&nbsp;Kaichun Liu ,&nbsp;Yuehan Hong","doi":"10.1016/j.ecresq.2025.06.002","DOIUrl":"10.1016/j.ecresq.2025.06.002","url":null,"abstract":"<div><div>The present study conducted a longitudinal examination of the bidirectional relationships between phonological processing skills (namely, phonological awareness, phonological memory, and rapid automatized naming (RAN)) and Chinese word reading abilities in kindergarten children. Phonological awareness, phonological memory, RAN, and Chinese word reading were assessed three times over a one-year period in a sample of 118 Chinese kindergarten children. Cross-lagged panel analysis revealed that RAN consistently predicted subsequent Chinese word reading, while Chinese word reading consistently accounted for a significant amount of variance in subsequent phonological awareness. Furthermore, a bidirectional cross-lagged relationship was observed between phonological awareness and phonological memory. These findings underscore the reciprocal influences of phonological awareness, RAN, and Chinese word reading during the early stages of reading acquisition, particularly in the initial phases of reading development among young children, emphasizing the importance of addressing and nurturing phonological awareness, RAN skills, and Chinese word reading proficiency in order to facilitate successful reading acquisition.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 59-68"},"PeriodicalIF":3.2,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144321297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The roles of early maternal parenting practices and children’s regulation in predicting English vocabulary in Spanish-speaking emerging bilingual children","authors":"Jamie Theresa Lopez ,&nbsp;Tracy L. Spinrad ,&nbsp;Jodi Swanson,&nbsp;Lillian Ramirez Vasquez","doi":"10.1016/j.ecresq.2025.05.006","DOIUrl":"10.1016/j.ecresq.2025.05.006","url":null,"abstract":"<div><div>Many children in the United States are growing up in homes with a non-English primary spoken language. Because students must learn and perform in English-language classrooms, understanding early factors and processes involved in developing English vocabulary is critical. With a longitudinal panel model, we examined the prediction of fifth-grade English vocabulary skills from both extrinsic (i.e., mothers’ warmth/responsive parenting) and intrinsic (i.e., self-regulation, Spanish vocabulary skills) factors, controlling for children’s sex, families’ socioeconomic status, and mothers’ English language proficiency among a Spanish-speaking subset of participants (<em>N</em> = 446) in the Early Head Start Research and Evaluation Project national dataset. Maternal warmth/responsivity assessed during infancy was positively associated with children’s self-regulation in toddlerhood. In turn, self-regulation was positively related to Spanish vocabulary in preschool, which positively predicted fifth-grade English vocabulary skills. Findings indicate that children’s own heritage language and emotionally supportive parenting practices benefit English vocabulary development, through children’s self-regulation skills, in low-income Spanish-speaking emerging bilingual children.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 49-58"},"PeriodicalIF":3.2,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144314332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining the dimensions of inhibition and its relations to early academic skills and externalizing behaviors in a preschool-age sample","authors":"Eric D. Hand ,&nbsp;Christopher J. Lonigan","doi":"10.1016/j.ecresq.2025.05.003","DOIUrl":"10.1016/j.ecresq.2025.05.003","url":null,"abstract":"<div><div>Inhibitory processes have been consistently linked to children’s academic and behavioral outcomes. Researchers have argued that response inhibition (i.e., the ability to suppress a prepotent response) and interference suppression (i.e., the ability to ignore task-irrelevant information) represent two distinct constructs in preschool-age children and may be differentially related to children’s academic and behavioral outcomes. However, due to issues with study design, the structure of inhibitory processes and their specific relations to academic and behavioral outcomes remains unclear. The goals of this study were to determine the structure of inhibitory processes with preschool-age children using tasks counterbalanced by measurement method (i.e., computerized vs. non-computerized) and to examine their relations to children’s early academic and behavioral outcomes. In this study, 167 preschool-age children were assessed on measures of response inhibition, interference suppression, and early academic skills (i.e., phonological awareness and early math). Teachers of participating children completed a measure of externalizing behaviors (i.e., the CTRS-15). Contrary to the reported results of other studies of preschool-age children, a two-factor model consisting of separate response inhibition and interference suppression factors did not provide a better fit than a one-factor model of inhibition. Results indicated that the unitary Inhibition factor was similarly related to phonological awareness and early math skills. The unitary Inhibition factor was significantly associated with ADHD-related behaviors but not oppositional-defiant behaviors. Implications of findings and future directions are discussed.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 39-48"},"PeriodicalIF":3.2,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144239913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of friends in the development of children’s classroom behavioral engagement and peer acceptance in kindergarten: A dyadic approach","authors":"Marie-Claude Salvas ,&nbsp;Fanny-Alexandra Guimond ,&nbsp;Isabelle Archambault ,&nbsp;Frank Vitaro ,&nbsp;Philip MacGregor ,&nbsp;Stéphane Cantin ,&nbsp;Christelle Robert-Mazaye","doi":"10.1016/j.ecresq.2025.06.001","DOIUrl":"10.1016/j.ecresq.2025.06.001","url":null,"abstract":"<div><div>Children’s classroom behavioral engagement and peer acceptance are linked to school readiness and positive educational outcomes. However, these developmental and social processes may depend on the social context in which children evolve. Thus, the friendships children develop in kindergarten may encourage classroom engagement and peer acceptance, based on the friends’ characteristics and the duration of the friendship. The study aimed to investigate how friends influence each other in the development of both classroom engagement and peer acceptance in kindergarten. We also examined whether peer selection and peer influence effects vary according to friendship stability and to child gender. Our sample consisted of 192 kindergarteners from Canada. Students were paired into mutual same-gender friend dyads, 45 of which were stable throughout the kindergarten year. Children’s classroom engagement was measured using teacher reports, whereas peer acceptance was measured using a peer nomination procedure. Data were analyzed using actor-partner interdependence models. Results indicated that friends’ peer acceptance and classroom engagement were reciprocally associated at the beginning of kindergarten, suggesting selection effects. Results also pointed to peer influence effects regarding peer acceptance (but not classroom engagement) when stable friendships were considered. Finally, findings revealed longitudinal actor effects for all dyads, such that when children were more engaged in class, they were also more accepted by peers over time (independent of their friendship stability). Well-accepted children were also more likely to be behaviorally engaged by the end of the school year but only if their friendship was stable. Results applied similarly to both boys and girls. This study suggests that having a stable friend may help children function better in the classroom.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 27-38"},"PeriodicalIF":3.2,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144239914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How are Early Head Start teachers’ professional development experiences associated with their work-related stress and qualities of teacher-child interactions?","authors":"Claire D. Vallotton ,&nbsp;HyeonJin Yoon ,&nbsp;Holly E. Brophy-Herb ,&nbsp;Lisa Knoche ,&nbsp;Jayden Nord ,&nbsp;Ann M. Stacks","doi":"10.1016/j.ecresq.2025.05.002","DOIUrl":"10.1016/j.ecresq.2025.05.002","url":null,"abstract":"<div><div>Professional development is a necessary support for both teachers’ well-being, and high-quality teacher-child interactions, which are the central mediators of the effects of early care and education on children’s development. Among teachers of older children, effective professional preparation is associated with lower work-related stress and higher classroom quality, but these associations have not been established for infant/toddler teachers generally, nor Early Head Start teachers specifically. Further, professional development opportunities for infant/toddler teachers are typically provided unsystematically, and little is known about what teachers experience, what is most helpful, and how it is associated with their work-related stress and quality teaching. The current study examines the content, format, and helpfulness of professional development experiences for 457 Early Head Start (EHS) teachers in four regions of the United States to describe the variation in professional development and to test how professional development experiences are associated with job stress and the quality of teacher-child interaction. Results indicate that most trainings were provided as one-time workshops, followed by multi-session workshops, and training rarely involved coaching or mentoring. Teachers reported most trainings to be helpful, regardless of content or format, yet most content was not associated with lower stress or teacher-child interactions. Only the helpfulness of training with content related to teacher-child interactions was associated with lower job stress and higher job satisfaction. Teachers’ perceptions of the helpfulness of these trainings were associated with lower teacher-child interaction quality, while attending a training on guidance and discipline was related to higher teacher-child interaction quality. These results call for a far more systematic approach to the preparation and ongoing support of the infant/toddler workforce, including EHS teachers, with training on child guidance as foundational content.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 14-26"},"PeriodicalIF":3.2,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144222481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"#MathActivities on #SocialMedia: Examining content, design, and alignment with mathematical cognition research","authors":"Mary DePascale ,&nbsp;Juyun Lee ,&nbsp;Eric Dearing","doi":"10.1016/j.ecresq.2025.05.005","DOIUrl":"10.1016/j.ecresq.2025.05.005","url":null,"abstract":"<div><div>Social media is a popular tool for caregivers and educators to find and share learning activities for children. Yet there is little empirical work on the educational quality of these activities. The current study identified early learning (<em>n</em> = 108) and early math (<em>n</em> = 216) activities posted on TikTok. Activity videos were coded for the presence/absence of mathematical content and the extent to which activities aligned with theoretical and empirical evidence on promoting early learning and mathematical cognition. Results indicated that less than one-third-of early learning activities contained math content. Additionally, many early math activities were limited to basic, numerical skills and lacked alignment with learning science principles. Findings demonstrate the need for research on the implementation of these activities and are discussed with attention to improving public awareness of (a) the scope and importance of early math and (b) best practices for supporting children’s math learning.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 1-13"},"PeriodicalIF":3.2,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144212092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Head Start teacher paradox: Working conditions, whole well-being, and classroom quality","authors":"Kyong-Ah Kwon ,&nbsp;Wonkyung Jang ,&nbsp;Timothy G. Ford ,&nbsp;Sherri Castle","doi":"10.1016/j.ecresq.2025.04.003","DOIUrl":"10.1016/j.ecresq.2025.04.003","url":null,"abstract":"<div><div>The purpose of this study was to examine Head Start (HS) teachers’ characteristics, working conditions, whole well-being, and classroom quality and their associations compared to other (non-HS) ECE teachers. The study collected survey and direct assessment data on a range of working conditions and whole well-being (physical, psychological, and professional well-being) from 262 teachers (112 HS teachers and 150 ECE teachers, including private child care and public pre-K teachers). Additionally, we used emotional/behavioral and instructional supports among 83 teachers in their classrooms. Our findings from the propensity score analysis revealed that HS teachers are better educated, have better resources in general, and provide higher classroom quality, but they have more job demands, are less likely to have daily breaks, and have overall poorer whole teacher well-being, which was unexpected and paradoxical. Job demands, well-being resources, and a high-quality physical environment were all significant predictors of teacher well-being. We also found that some resources (i.e., well-being resources, physical environmental quality) served as moderators, either buffering the negative impact of physical job demands or having a combined, synergizing effect in fostering teacher well-being. Finally, teachers’ job demands and whole well-being were found to predict classroom quality. The study highlights the unique strengths, needs, and challenges of HS teachers and offers insights into optimizing working conditions to promote their well-being, which may also help improve classroom quality.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 371-382"},"PeriodicalIF":3.2,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144072275","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":"Associations between daily parent–teacher communication, child’s problem behavior, and parent–child relationship mediated by parental self-efficacy","authors":"Keiko K. Fujisawa ,&nbsp;Kayo Nozaki ,&nbsp;Michio Naoi ,&nbsp;Chizuru Shikishima ,&nbsp;Hideo Akabayashi","doi":"10.1016/j.ecresq.2025.05.001","DOIUrl":"10.1016/j.ecresq.2025.05.001","url":null,"abstract":"<div><div>This study investigated the role that daily communication between parents and teachers in childcare centers plays in enhancing parental self-efficacy, which in turn decreases the child’s problem behaviors and improves the parent–child relationship. The data were drawn from 239 children (boys: <em>N</em> = 141; girls: <em>N</em> = 98; mean (<em>SD</em>) age = 4.95 (0.99) years) in formal childcare settings from the Japan Child Panel Survey-Preschool Survey. The results showed that daily communication between parents and teachers was positively related to parental self-efficacy, which was negatively related to child’s problem behaviors and the conflictive parent–child relationship. Mediation analysis showed that parental self-efficacy mediated the association between parent–teacher communication and child’s outcome and parent–child relationship. Furthermore, the association between parent–teacher communication and parental self-efficacy was moderated by socioeconomic status (SES), suggesting that higher-SES parents benefited more from daily parent–teacher communication compared with lower-SES parents. Child’s daily experiences at childcare centers were not related to parental self-efficacy or any other outcomes. These findings suggest that daily communication between parents and teachers in childcare centers plays an indispensable role in supporting parents, which ultimately leads to positive child development and family well-being.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 361-370"},"PeriodicalIF":3.2,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144067189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring invariance of the measurement and prediction of ADHD behaviors in Latino children","authors":"Christopher DeCamp,&nbsp;Christopher J. Lonigan","doi":"10.1016/j.ecresq.2025.04.005","DOIUrl":"10.1016/j.ecresq.2025.04.005","url":null,"abstract":"<div><div>The goal of this study was to determine whether the measurement of children’s externalizing behaviors, as rated by teachers on a short version of the Conners’ Rating Scale, was invariant for Latino and non-Latino children with different language backgrounds and whether those ratings displayed invariant prediction of academic outcomes. The sample included 1,174 children (592 boys, 582 girls) who ranged in age from 38 – 73 months (<em>M</em> = 54.42 months; <em>SD</em> = 4.64 months) at the time of initial assessment. Model fit indices highlighted that teacher ratings displayed fully invariant measurement. Prediction was found to be invariant for all language and literacy outcomes but not for math outcomes. This was due to differences in ratings of oppositional defiant behavior for non-Latino children. Because differences in ratings of oppositional defiant behaviors for non-Latino children led to a lack of predictive invariance on math outcomes, and oppositional defiant behaviors have smaller associations with important outcomes, like a child’s academic achievement, these differences are unlikely to have meaningful clinical implications. Overall, these results suggest that the Conners Teacher Rating Scale-15 Item Version measures externalizing behaviors the same way for children of varying ethnic and language backgrounds. This may have important implications for research and multi-informant assessment.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 352-360"},"PeriodicalIF":3.2,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143942641","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":"Non-contact time implementation in early childhood center-based programs: A mixed methods study","authors":"Erin E. Hamel ,&nbsp;Rachel E. Schachter","doi":"10.1016/j.ecresq.2025.04.010","DOIUrl":"10.1016/j.ecresq.2025.04.010","url":null,"abstract":"<div><div>The qualifications, practices, and interactions of early childhood (EC) teachers with children have been widely researched as avenues for improving EC education. However, little is known about the work supports EC teachers need to be successful. Non-contact time is an important element of the work environment that supports teachers’ ability to meet their professional expectations. This exploratory study aimed to provide a current snapshot of non-contact time at center-based programs accredited by the National Association for the Education of Young Children (NAEYC) using a mixed methods embedded questionnaire design. Both EC center directors (104) and teachers (106) completed the questionnaire. Results indicate that non-contact time amounts varied widely and were associated with the type of program where teachers were employed. Teachers received less non-contact time than intended and shared a range of strategies for completing their work tasks when they lacked adequate non-contact time. Directors expected and teachers used non-contact time primarily for activities related to teaching and curriculum, documenting and assessing child progress, and establishing and maintaining relationships with families. Program management activities emerged as an unexpected responsibility for teachers during non-contact time. Directors reported prioritizing non-contact time decisions based on mandated program factors. Implications include creating policies that mandate specific amounts of non-contact time for EC teachers, creating a culture that respects and prioritizes planning, and providing early career teachers with time management strategies.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 339-351"},"PeriodicalIF":3.2,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143922293","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}