Early Childhood Research Quarterly最新文献

Examining duration of family enrollment in subsidized child care after policy change: Disaggregated outcomes for diverse populations in New Mexico

IF 3.7 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-22 DOI: 10.1016/j.ecresq.2024.12.007

Andrew L. Breidenbach, Hailey Heinz

{"title":"Examining duration of family enrollment in subsidized child care after policy change: Disaggregated outcomes for diverse populations in New Mexico","authors":"Andrew L. Breidenbach, Hailey Heinz","doi":"10.1016/j.ecresq.2024.12.007","DOIUrl":"https://doi.org/10.1016/j.ecresq.2024.12.007","url":null,"abstract":"Child care subsidies are most beneficial when families receive them for a sustained period, facilitating affordable access to care. As a plurality-Hispanic border state with substantial tribal populations, New Mexico contributes unique insights into how the nationwide move to 12-month recertification periods for child care subsidies affected family enrollment duration for these populations. We hypothesized that for our sample, average care duration would increase modestly for families after full implementation of 12-month recertification, but that these increases would be uneven across subgroups by race/ethnicity, income, and whether they are working or in school. Using 42 months of administrative data (January 2015-June 2018), we used survival time regression modeling to examine whether families enrolled after the 12-month policy implementation had longer durations in subsidized care, controlling for confounding family-level and contextual factors. Results show that families who entered subsidized care after New Mexico’s 12-month recertification policy went into effect were on average more likely to reach longer enrollment spells. Median subsidized spell length increased by 83 %, from 6 months prior to policy implementation up to 11 months afterwards. Sub-group analyses revealed that enrollment duration increased across groups, but Native Americans gained significantly less from the policy. Enrollment spells for student parents improved but remained markedly shorter than those of employed parents. Although the policy extended families’ usage of the subsidy system in the aggregate, further research is needed to better contextualize and understand the complex factors that may differentially affect families’ ability to remain enrolled in the program.","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"53 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142874172","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

Maternal and paternal parenting stress: Direct and interactive associations with child externalizing and internalizing behavior problems

IF 3.7 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-18 DOI: 10.1016/j.ecresq.2024.12.006

Rose Lapolice Thériault, Annie Bernier, Audrey-Ann Deneault

{"title":"Maternal and paternal parenting stress: Direct and interactive associations with child externalizing and internalizing behavior problems","authors":"Rose Lapolice Thériault, Annie Bernier, Audrey-Ann Deneault","doi":"10.1016/j.ecresq.2024.12.006","DOIUrl":"https://doi.org/10.1016/j.ecresq.2024.12.006","url":null,"abstract":"This study examined the direct and interactive effects of mothers’ and fathers’ parenting stress in the prediction of child externalizing and internalizing behavior problems. Mothers and fathers (predominantly White and generally college-educated) of 157 children reported on their respective parenting stress when children were 18 months old. Both parents also reported on child behavior problems when children were 4 years old. Parent-reported infant temperamental difficultness at 15 months of age as well as child sex and family socioeconomic status were controlled for in the models. Path analyses suggested that both paternal and maternal parenting stress uniquely predicted child externalizing behaviors. A significant interaction between both parents’ parenting stress was also found, such that higher paternal parenting stress predicted more child externalizing behaviors at low and average levels of maternal stress, but not at high levels. Only maternal stress predicted higher levels of internalizing problems. The results of this longitudinal study suggest that paternal parenting stress may be of salient importance in the development of child externalizing behavior problems.","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"113 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142874086","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

Child care tradeoffs among Massachusetts mothers 马萨诸塞州母亲在育儿方面的取舍

IF 3.7 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-13 DOI: 10.1016/j.ecresq.2024.12.005

Sarah Ann Savage, Wendy Wagner Robeson

{"title":"Child care tradeoffs among Massachusetts mothers","authors":"Sarah Ann Savage, Wendy Wagner Robeson","doi":"10.1016/j.ecresq.2024.12.005","DOIUrl":"https://doi.org/10.1016/j.ecresq.2024.12.005","url":null,"abstract":"In the U.S., licensed child care is funded through a mostly private market, constraining the supply of accessible high-quality care. Child care providers are limited in their ability to offer high-quality early child care that is easily accessible by parents across the economic spectrum. In a mostly private market, there is variation in options for early child care at the community- and provider-levels. Combine this with variable parental needs and preferences and it is easy to see how alignment is not always achievable (Weber, 2011). Constraints on the child care supply make fixing one or more aspects of child care possible only at the detriment of another. This is referred to as the child care trilemma (Morgan, 1986). This results in unequal and inequitable access to care across income levels. Lower-income families in particular face constraints in securing care that is strong on multiple care dimensions of affordability, quality, and availability when, where, and for whom they need it. We know that some parents confront forced choices or tradeoffs among aspects of care. This study aimed to understand the tradeoffs parents make in selecting the best care arrangements for their family. Between October 2019 and January 2020, we interviewed 67 mothers in Massachusetts whose child(ren) had not yet started kindergarten. We worked to understand the ways in which tradeoffs occurred and the implications of those tradeoffs by asking about mothers’ initial preferences and needs when first considering child care options relative to the choices they made. We found that 1) tradeoffs occurred along the multiple dimensions of care, 2) mothers used strategies to mitigate the consequences of tradeoffs, 3) tradeoffs varied in level of severity, 4) the more accessible the care, the less severe the tradeoff; and 5) tradeoffs varied in meaningful ways. These findings underscore the utility in applying a tradeoffs lens to assessing child care policy and practice in furtherance of equitable solutions.","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"23 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142823265","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

Parenting styles from infancy to toddlerhood in Black/African American and Latina mothers with low incomes 低收入的黑人/非裔美国人和拉丁裔母亲从婴儿期到幼儿期的养育方式

IF 3.7 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-12 DOI: 10.1016/j.ecresq.2024.12.003

Julia S. Feldman, Yudong Zhang, Elizabeth B. Miller, Pamela A. Morris-Perez, Julia A. Gajewski-Nemes, Caitlin F. Canfield, Alan L. Mendelsohn, Daniel S. Shaw

{"title":"Parenting styles from infancy to toddlerhood in Black/African American and Latina mothers with low incomes","authors":"Julia S. Feldman, Yudong Zhang, Elizabeth B. Miller, Pamela A. Morris-Perez, Julia A. Gajewski-Nemes, Caitlin F. Canfield, Alan L. Mendelsohn, Daniel S. Shaw","doi":"10.1016/j.ecresq.2024.12.003","DOIUrl":"https://doi.org/10.1016/j.ecresq.2024.12.003","url":null,"abstract":"Parenting in very early childhood (0-2 years) provides important context for children's socioemotional development. The present study aims to address limitations of extant parenting literature, namely the reliance on white, middle-class samples and use of variable-centered approaches that often mask the rich heterogeneity of parenting styles. Using data from an efficacy trial of a tiered parenting program to promote school readiness, the current study examined parenting styles across three waves when children were 6, 18, and 24 months with a sample of Black/African American and Latina mothers with low incomes using person-oriented, latent class analysis. Based on multiple fit indices and interpretability, a three-class model was found to best fit the data. Two of the three parenting classes were identified for both Black/African American and Latina groups across all three ages: one was characterized by high levels of sensitivity, positive regard, and language quality/quantity (High Support and Warmth) and the other was characterized by moderate levels of these indicators (Moderate/Low, Moderate, and Moderate/High Support and Warmth). The third class varied the most between groups and over time. For Black/African American mothers, the third class was characterized most notably by the level of directiveness (ranging from High at 6 months, Moderate at 18 months, and Low at 24 months). For Latina mothers, this class was characterized by varying levels of directiveness and stimulation that were High at 6 months and Moderate at 18 and 24 months. Within most classes, mean levels of parenting behaviors varied by age. Findings emphasize the importance of considering age, culture, and time when assessing maternal parenting from infancy to toddlerhood.","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"92 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142823261","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

Is authorized capacity a good measure of child care providers’ current capacity? New evidence from Virginia 授权容量是否能很好地衡量托儿机构当前的容量？来自弗吉尼亚州的新证据

IF 3.7 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-12 DOI: 10.1016/j.ecresq.2024.12.001

Katherine Miller-Bains, Stephen Yu, Daphna Bassok

{"title":"Is authorized capacity a good measure of child care providers’ current capacity? New evidence from Virginia","authors":"Katherine Miller-Bains, Stephen Yu, Daphna Bassok","doi":"10.1016/j.ecresq.2024.12.001","DOIUrl":"https://doi.org/10.1016/j.ecresq.2024.12.001","url":null,"abstract":"Research has found demand for child care in the United States outpaces supply. However, the most widely available proxy for child care supply—authorized capacity—likely overestimates care availability in many studies. Authorized capacity represents the maximum children a provider can legally serve based on safety regulations and physical characteristics of the site. However, the slots available across sites can be constrained by factors not captured by authorized capacity, including the combination of ages currently enrolled and staffing at a site. If the gap between authorized capacity and “current capacity” is large, we stand to underestimate needed investments to improve access. This study quantifies the gap between providers’ current capacity as reported in a fall 2022 survey and authorized capacity per administrative records. Using data from 1,968 home- and center-based providers in Virginia, we find three key limitations of authorized capacity as a proxy of supply. First, providers’ current capacity was 74 % of their authorized capacity on average. Authorized capacity would overestimate child care availability by >30,000 slots across the providers in our sample. Second, center-based providers that accepted child care subsidies and those in neighborhoods with a greater concentration of poverty or people of color had significantly larger discrepancies between their current and authorized capacity. Finally, we find centers that reported challenges hiring and retaining staff had larger gaps between their current and authorized capacity compared to providers that did not report staffing challenges. These findings suggest the need for measures that more accurately and dynamically capture the number of children a provider can serve to better describe and address access inequities.","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"14 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142823110","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

Experiences of child care providers serving subsidy-receiving children involved in the child protective services system: Implications for equitable access 为儿童保护服务系统中接受补贴的儿童提供服务的托儿机构的经验：对公平获得服务的影响

IF 3.7 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-10 DOI: 10.1016/j.ecresq.2024.12.004

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

{"title":"Experiences of child care providers serving subsidy-receiving children involved in the child protective services system: Implications for equitable access","authors":"Yoonsook Ha, Roberto S. Salva, Juliann H. Nicholson, Kate Giapponi Schneider, Pamela Joshi, Mary E. Collins, Paripoorna Baxi","doi":"10.1016/j.ecresq.2024.12.004","DOIUrl":"https://doi.org/10.1016/j.ecresq.2024.12.004","url":null,"abstract":"Utilization rates of early care and education (ECE) programs among young children (ages 0-5) involved with child protective services (CPS) are significantly lower than those of all U.S. children in this age group (39% vs. 74%). Research on factors contributing to this disparity, potentially driven by inequitable access to care, is limited. Expanding access to quality ECE for CPS-involved children depends on ECE providers’ willingness and capacity to serve them, yet no studies have examined ECE providers’ experiences in this context. This study analyzes focus group data from 84 diverse ECE providers across Massachusetts who provide subsidized child care to CPS-involved children, aiming to understand providers’ experiences and identify resources and supports needed to meet these children's needs. Using the social ecological model, providers’ experiences are categorized into three major themes and subthemes: (1) individual factors (responding to critical needs of children, a sense of satisfaction and fulfillment through serving them, relevant knowledge and experience with the population), (2) child and family-related challenges (meeting children's behavioral needs, challenges in engaging with families, inconsistence attendance due to transportation), and (3) community and policy factors (need for resources and financial support, specialized trainings such as trauma-informed care, behavioral management, better information-sharing about children's circumstances, influence of foster care placement on child care settings, needs for greater subsidy policy flexibility). Implications for policymakers, ECE providers, and future research are discussed.","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"92 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142823069","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 religio-spiritual capital of the Black Church: A conceptual model for combatting antiblackness in the early years

IF 3.7 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-07 DOI: 10.1016/j.ecresq.2024.03.003

Amber M. Neal-Stanley, Jenille C. Morgan, Danielle J. Allen

{"title":"The religio-spiritual capital of the Black Church: A conceptual model for combatting antiblackness in the early years","authors":"Amber M. Neal-Stanley, Jenille C. Morgan, Danielle J. Allen","doi":"10.1016/j.ecresq.2024.03.003","DOIUrl":"https://doi.org/10.1016/j.ecresq.2024.03.003","url":null,"abstract":"The effects of persistent antiblackness are not without consequence for young Black children. It slowly kills, steals, and destroys the humanity, joy, and spirit of Black children in a phenomenon known as spirit murder. As a consequence, spirit murder is a spiritual problem requiring a spiritual solution. In order for Black children to be whole and well, they need life affirmation and spirit enrichment. As such, we call attention to the religious wealth and spiritual assets developed in the Black Church with the recognition that it has long leveraged faith as a means to combat the ills of anti-Black racism. We theorize religio-spiritual as an amalgamation of religious and spiritual capital and refers to the power that endows young Black children with spiritual knowledges, gifts, capabilities, and skills to not only cope with but challenge the anti-Black racism in their young lives. Limited studies have been conducted on the spiritual assets of the Black community, particularly as they translate to young Black children, necessitating a resurgence in attending to these competencies to further practices, programs, and policies that leverage this distinctive form of capital in service of the larger purpose of struggling toward social and racial justice.","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"1 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790098","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 kids be talkin’ Black: White educators’ beliefs about the effects of African American English on young children's achievement

IF 3.7 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-07 DOI: 10.1016/j.ecresq.2023.06.008

Nicole Gardner-Neblett, Xigrid Soto-Boykin

{"title":"When kids be talkin’ Black: White educators’ beliefs about the effects of African American English on young children's achievement","authors":"Nicole Gardner-Neblett, Xigrid Soto-Boykin","doi":"10.1016/j.ecresq.2023.06.008","DOIUrl":"https://doi.org/10.1016/j.ecresq.2023.06.008","url":null,"abstract":"The purpose of this study was to investigate White early childhood educators’ beliefs about the effects of children’s use of African American English (AAE) on children’s academic performance. The study investigated the extent to which educators’ background and training, knowledge of AAE, and perceived competence predicted their beliefs. Two-hundred and nine White early childhood educators, working in preschool through third-grade settings, completed a survey on their perceptions of AAE, knowledge of AAE, and perceived competence when serving children who speak AAE. Results indicated that educators with less education had more negative beliefs about AAE on children’s performance. Training on cultural/linguistic diversity was associated with educators having more positive beliefs about AAE. Educators’ perceived competency about their capacity to serve AAE speakers moderated the associations between knowledge of AAE and beliefs about AAE. These findings highlight the imperative of professional learning experiences on the socio-political history, cultural significance, and linguistic features of AAE to counteract negative beliefs and promote pedagogy that leverages African American children’s language in ways that affirm their identities and support academic success.","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"10 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790105","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

Racism under the skin: Connecting the dots between the threats of structural inequities and the biological embedding of adversity

IF 3.7 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-07 DOI: 10.1016/j.ecresq.2024.05.012

Iheoma U. Iruka, Jack P. Shonkoff, Stephanie M. Curenton

引用次数: 0

Where we live, learn and play: Environmental racism and early childhood development in review

IF 3.7 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-07 DOI: 10.1016/j.ecresq.2024.03.007

Allison Ford

{"title":"Where we live, learn and play: Environmental racism and early childhood development in review","authors":"Allison Ford","doi":"10.1016/j.ecresq.2024.03.007","DOIUrl":"https://doi.org/10.1016/j.ecresq.2024.03.007","url":null,"abstract":"What are the effects of environmental racism on early childhood development? This paper argues that this is a largely unanswered question that reflects more than a research gap, but a research vacuum. This paper reviews the available literature on the intersection of environmental racism and early childhood from a sociological perspective. I rely on Iruka et al.’s (2022) Racism + Resilience + Resistance Integrative Study of Childhood Ecosystem (R<ce:sup loc=\"post\">3</ce:sup>ISE) framework and the framework of critical environmental justice (Pellow, 2016; 2018) to summarize what is known about how environmental racism contributes to disparities in health, learning, and well-being through the early years of childhood development, as well as to point out gaps in our knowledge. Scholars have identified strong indicators that many converging environmental hazards affect young children, and that exposure to these hazards is strongly associated with race and racism. An emerging body of literature also links environmental racism to global climate change and global ecological degradation. This paper will provide a theoretical overview of environmental racism as it pertains to young children and consider in relation to early childhood and race: 1) disproportionate exposure to environmental pollutants and their effects; and 2) vulnerability to effects of climate change. It concludes with a discussion of implications, and suggestions for paths forward and future research.","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"33 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790094","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