Early Childhood Research Quarterly最新文献

Examining young children’s transitions from drawing into early writing 研究幼儿从绘画到早期写作的过渡

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-05-01 DOI: 10.1016/j.ecresq.2025.04.007

Kelly Campbell, Anne E. Cunningham

{"title":"Examining young children’s transitions from drawing into early writing","authors":"Kelly Campbell, Anne E. Cunningham","doi":"10.1016/j.ecresq.2025.04.007","DOIUrl":"10.1016/j.ecresq.2025.04.007","url":null,"abstract":"<div><div>Examining young children’s progressions in drawing, from scribble lines to graphic representations of people, places, and objects—to their writing of alphabetic symbols—may open windows into knowledge of early cognitive, language, and motor development. In the present mixed-method investigation, we first review prior literature on such transitions, which includes discussion of the stages or sequences of mark-making, drawing, and early writing. We then discuss existing measures of human figure drawings, name writing, early writing, oral language (mean length of utterance of the child’s descriptions of each drawing/writing sample), and content themes. Next, for five children aged 3-5 years attending a university-affiliated preschool, we examine repeated sets of drawings and early writings, ranging from 23 to 73 samples per child, from archival materials. Each case study includes both (a) narrative descriptions of each child’s progressions and (b) analyses of scores on the included measures. With the overall aim of preparing for a larger study that includes regular and more data-intensive samples subject to blinded scoring, we provide comparisons within each child and across children—featuring linear trends and high intra-individual variability– regarding development of graphic symbol systems (i.e., drawing and early writing) during the foundational preschool years.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 317-327"},"PeriodicalIF":3.2,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143891720","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

Teacher-child relationship quality and kindergarten outcomes: The moderating role of classroom activity settings 师生关系质量与幼儿园成果：课堂活动设置的调节作用

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-04-29 DOI: 10.1016/j.ecresq.2025.03.004

Elia G. Ramirez, Jessica E. Whittaker, Jamie DeCoster, Robert C. Pianta, Virginia E. Vitiello

{"title":"Teacher-child relationship quality and kindergarten outcomes: The moderating role of classroom activity settings","authors":"Elia G. Ramirez, Jessica E. Whittaker, Jamie DeCoster, Robert C. Pianta, Virginia E. Vitiello","doi":"10.1016/j.ecresq.2025.03.004","DOIUrl":"10.1016/j.ecresq.2025.03.004","url":null,"abstract":"<div><div>Grounded in the bioecological model of human development and attachment theory, this study examined whether the proportion of time children spend in activity settings in the kindergarten classroom moderated the relationship between teacher-child relationship quality and children's kindergarten academic and social-emotional outcomes. Participants included kindergarten students (<em>n</em> = 2439) and their teachers (<em>n</em> = 452) in a large and diverse school district in the United States. Using regression models that accounted for the dependence of students in classrooms, we examined the following three research questions: 1) To what extent is quality of children's relationships with their teacher at the beginning of kindergarten associated with growth in children's outcomes (academic, social-emotional, behavioral) over the kindergarten year? 2) To what extent is time spent in different classroom activity settings (i.e., small group, whole group, individual) associated with growth in outcomes? 3) Does time spent in different classroom activity settings moderate the association between teacher-child relationship quality and growth in children's outcomes? We found significant associations between teacher-child relationship quality and kindergarten outcomes as well as between small group setting and mathematics outcomes. We also found that group setting moderated associations between teacher-child relationship quality and some kindergarten outcomes. The findings illustrate the centrality of teacher-child relationship quality in supporting children's outcomes in the early years. Findings also suggest that although there may not be many direct associations between time spent in different settings and outcomes, to fully understand how teacher-child relationships are associated with children's outcomes, it may be important to consider the activity settings in which children spend their time.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 295-306"},"PeriodicalIF":3.2,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143883289","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

American and Chinese parents’ math talk during numeracy and routine activities: Do parental beliefs matter? 美国和中国父母在数学和日常活动中的数学谈话：父母的信仰重要吗？

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-04-29 DOI: 10.1016/j.ecresq.2025.04.002

Qianru Tiffany Yang, Iris Jeffries, Ziqin Xie, Jon R. Star, Paul L. Harris, Meredith L. Rowe

{"title":"American and Chinese parents’ math talk during numeracy and routine activities: Do parental beliefs matter?","authors":"Qianru Tiffany Yang, Iris Jeffries, Ziqin Xie, Jon R. Star, Paul L. Harris, Meredith L. Rowe","doi":"10.1016/j.ecresq.2025.04.002","DOIUrl":"10.1016/j.ecresq.2025.04.002","url":null,"abstract":"<div><div>Parents vary in their math talk during parent-child interactions, and this variation is related to children's early mathematics skills. To understand the sources of individual variability in parental math talk, the present study investigated the associations between parents’ math beliefs and math talk when engaging their children in number book reading and pretend play. Further, this study compared parents in two cultural contexts to establish commonalities and differences. Participants included 50 American (27 girls) and 44 Chinese (23 girls) families of 4-year-old children, with participating parents predominantly being mothers. We assessed parents’ child-specific math expectations and their math attitudes. Parental math talk, including types (e.g., cardinality, arithmetic) and forms (i.e., prompt vs. statement) of math talk, were analyzed. Across activities, Chinese parents consistently engaged in more cardinality statements than American parents. However, aside from these differences in cardinality statements, the results indicated considerable cultural commonalities in parents’ math expectations and attitudes, as well as in the quantity and features of their math talk across both number book reading and pretend play. In both cultures, parents’ math beliefs were associated with the frequency of their arithmetic statements but not with other features of math talk during book reading. Moreover, no significant connections were found between parents’ math beliefs and math talk during pretend play in either culture. Implications for understanding parental math involvement in various cultural and activity contexts are discussed.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 284-294"},"PeriodicalIF":3.2,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143883288","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

Classroom social network antecedents of relational aggression and victimization for kindergarten children 幼儿园儿童关系攻击与受害的课堂社会网络前因

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-04-29 DOI: 10.1016/j.ecresq.2025.04.009

Nan Xiao, Tzu-Jung Lin, Monica S. Lu, Hui Jiang, Jing Sun, Kelly Purtell, Laura M. Justice

{"title":"Classroom social network antecedents of relational aggression and victimization for kindergarten children","authors":"Nan Xiao, Tzu-Jung Lin, Monica S. Lu, Hui Jiang, Jing Sun, Kelly Purtell, Laura M. Justice","doi":"10.1016/j.ecresq.2025.04.009","DOIUrl":"10.1016/j.ecresq.2025.04.009","url":null,"abstract":"<div><div>Relational aggression and victimization experiences are prevalent among young children and can compromise their development. Although classroom social network characteristics have been found to predict relational aggression and victimization, few studies have been conducted in early childhood classrooms. This study examined the predictability of individual classroom social network characteristics (centralization, density, transitivity) on relational aggression and relational victimization. The unique contribution of each classroom social network characteristic in predicting relational aggression/victimization was also assessed. The analytical sample involved 647 children from 43 kindergarten classrooms. Results demonstrated that classrooms with higher centralization and lower transitivity tended to have a higher rate of aggression, while relational victimization was only negatively predicted by transitivity. The present study highlighted the importance of classroom social networks as the contextual antecedents of children’s relational aggression and victimization behaviors in kindergarten. Specifically, high transitivity was a protective social network characteristic for relational aggression and victimization beyond network centralization. Peer-based interventions focusing on forming and strengthening friendship cliques may be worth exploring.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 307-316"},"PeriodicalIF":3.2,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143886675","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

Pathways from parenting emotion regulation, emotion socialization and parenting practices to preschoolers’ emotion regulation 从父母情绪调节、情绪社会化和父母实践到学龄前儿童情绪调节的途径

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-04-28 DOI: 10.1016/j.ecresq.2025.04.006

Catrinel A. Ștefan, Ingrid Dănilă

{"title":"Pathways from parenting emotion regulation, emotion socialization and parenting practices to preschoolers’ emotion regulation","authors":"Catrinel A. Ștefan, Ingrid Dănilă","doi":"10.1016/j.ecresq.2025.04.006","DOIUrl":"10.1016/j.ecresq.2025.04.006","url":null,"abstract":"<div><div>The development of children’s emotion regulation (ER) is the result of a complex interplay of factors, among which parental influences play a significant role. Building on Morris et al.’s (2007; 2017) model, the present study aimed to investigate the contributions of parenting ER, emotion socialization, and parenting practices to children’s ER. The sample of the present study included 330 preschoolers. Two-stage structural equation modeling was employed to test two hypothesized models. Findings suggested that: (a) parenting reappraisal was directly associated with preschoolers’ adaptive ER, whereas the path between parenting suppression and children’s maladaptive ER was not significant; and (b) indirect effects were found from parenting reappraisal via emotion coaching and positive parenting to adaptive ER, whereas emotion coaching/ dismissing strategies exerted effects on adaptive/ maladaptive ER through positive/ negative parenting. These outcomes suggest that parenting ER contributes to children’s ER both directly and indirectly. Moreover, parenting practices may represent a mechanism that explains how emotion socialization affects learning about ER. The findings from the present study highlight that interventions aiming to enhance preschoolers’ ER and reduce risk of emotional/behavioral problems should target multiple aspects of parenting behaviors.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 273-283"},"PeriodicalIF":3.2,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143883287","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

Home literacy environment and Chinese Children’s second language development: A cross-lagged analysis 家庭读写环境与中国儿童第二语言发展：一个交叉滞后分析

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-04-24 DOI: 10.1016/j.ecresq.2025.04.004

Yushan Jiang, Carrie Lau

引用次数: 0

Associations of state-funded prekindergarten with early elementary literacy and absences 国家资助的学前教育协会，早期初级识字和缺勤

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-04-17 DOI: 10.1016/j.ecresq.2025.04.001

Mary Bratsch-Hines , Kevin Bastian , Michael Little , Lora Cohen-Vogel , Margaret Burchinal , Ellen Peisner-Feinberg

{"title":"Associations of state-funded prekindergarten with early elementary literacy and absences","authors":"Mary Bratsch-Hines , Kevin Bastian , Michael Little , Lora Cohen-Vogel , Margaret Burchinal , Ellen Peisner-Feinberg","doi":"10.1016/j.ecresq.2025.04.001","DOIUrl":"10.1016/j.ecresq.2025.04.001","url":null,"abstract":"<div><div>Publicly funded prekindergarten (pre-K) has received substantial investments in recent decades. A robust literature base has shown that pre-K, in general, tends to be associated with shorter-term rather than longer-term impacts. Yet, these findings are not definitive across varying state contexts and student demographic groups. The current study examined state administrative literacy and absence data in kindergarten and first grade for 455 students in North Carolina's publicly funded pre-K program and 225 of their non-pre-K peers. State datasets were paired with data from an in-depth longitudinal study starting in the 2016–17 school year. Student-level characteristics (family income, maternal education, race/ethnicity, multilingual learner, and disability status) were examined as possible moderators. We found pre-K attendance was associated with higher kindergarten entry literacy scores, but these advantages diminished over time. The following groups of students continued to see some longer-term benefits of pre-K: students whose mothers had a high school diploma or less and Latine students. Pre-K was associated with fewer days absent in kindergarten and first grade, with no evidence of moderation.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 250-261"},"PeriodicalIF":3.2,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143838620","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

Bidirectional longitudinal relations between caregiving styles and young rural Chinese children's academic skills 照料方式与中国农村青少年儿童学业能力的双向纵向关系

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-04-14 DOI: 10.1016/j.ecresq.2025.03.006

Xinzhuo Zou , Xiao Zhang , Nan Xiao , Weiyi Xie , Ping Wang

{"title":"Bidirectional longitudinal relations between caregiving styles and young rural Chinese children's academic skills","authors":"Xinzhuo Zou , Xiao Zhang , Nan Xiao , Weiyi Xie , Ping Wang","doi":"10.1016/j.ecresq.2025.03.006","DOIUrl":"10.1016/j.ecresq.2025.03.006","url":null,"abstract":"<div><div>This longitudinal study investigated the bidirectional relations between primary caregivers’ caregiving styles and young rural Chinese children's academic skills. A total of 247 rural Chinese preschool children and their primary caregivers were followed up three times with a one-year time interval between adjacent time points. At each time point (Time 1 [T1], Time 2 [T2), and Time 3 [T3]), the caregivers completed questionnaires assessing their caregiving styles, and the children were tested individually on their Chinese reading and informal and formal math skills. Results from the random intercept cross-lagged model showed that T1 authoritative caregiving positively predicted T2 Chinese reading skills, and T1 Chinese reading skills positively predicted T2 authoritative caregiving. T1 Chinese reading skills negatively predicted T2 authoritarian caregiving. Further analysis showed that children's boarding status (boarders versus nonboarders) did not moderate the relation between caregiving styles and children's academic skills. These findings highlight the importance of authoritative caregiving for the development of preschool children's Chinese reading skills. They also underscore the role of children's better Chinese reading skills in eliciting more authoritative caregiving and less authoritarian caregiving from their caregivers.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 238-249"},"PeriodicalIF":3.2,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143825626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Potential moderators of the association between parental psychological distress and perceived child externalizing behaviors 父母心理困扰与感知到的儿童外化行为之间关系的潜在调节因素

IF 3.2 1区教育学

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

Abigail J. Anderson , Christina M. Rodriguez

{"title":"Potential moderators of the association between parental psychological distress and perceived child externalizing behaviors","authors":"Abigail J. Anderson , Christina M. Rodriguez","doi":"10.1016/j.ecresq.2025.03.007","DOIUrl":"10.1016/j.ecresq.2025.03.007","url":null,"abstract":"<div><div>Parental psychological distress is a commonly examined risk factor for the emergence of child problem behaviors, but the factors that may influence that relationship—like parental social support satisfaction and coping skills—have not been adequately explored. The current longitudinal study examined the association between maternal and paternal psychological distress in relation to subsequent perceived child externalizing behaviors, considering these two parental resources as moderators. The sample included a racially and socioeconomically diverse group of first-time mothers and their partners. Mothers and fathers reported their current psychological distress, social support satisfaction, and problem-focused coping at child age 6 months, 18 months, and 4 years of age, as well as reporting on child externalizing behaviors in the last two waves. For mothers, both social support satisfaction and coping at 18 months moderated the relationship between their psychological distress and subsequent perceived child externalizing behaviors. Specifically, higher coping self-efficacy predicted lower perceived child externalizing behaviors at lower levels of maternal psychological distress but did not buffer at higher distress levels. Further, lower levels of social support satisfaction exacerbated the link between maternal psychological distress and child externalizing behaviors, whereas higher social support satisfaction buffered this association. No significant interactions were observed for fathers. Results of this study emphasize the distinct relations among these variables for mothers and fathers, while highlighting potentially interactive processes involved in understanding the emergence of parent-reported children's externalizing behaviors.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 229-237"},"PeriodicalIF":3.2,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143808119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development of reading attitudes in preschool children: Trajectories, antecedents and consequences 学龄前儿童阅读态度的发展：轨迹、前因和后果

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-04-04 DOI: 10.1016/j.ecresq.2025.03.005

Shuting Huo , Xiujie Yang , Nan Xiao , Xiao Zhang

{"title":"Development of reading attitudes in preschool children: Trajectories, antecedents and consequences","authors":"Shuting Huo , Xiujie Yang , Nan Xiao , Xiao Zhang","doi":"10.1016/j.ecresq.2025.03.005","DOIUrl":"10.1016/j.ecresq.2025.03.005","url":null,"abstract":"<div><div>The cultivation of positive attitudes toward reading is an important goal in early childhood education. This study examined the developmental trajectories of reading attitude in institutional contexts (IRA) and global reading attitude (GRA), their antecedents, and their associations with later literacy outcomes including word reading and vocabulary. One hundred and ninety-seven children (mean age = 52.72 at the first wave of data collection) were assessed individually for four times on their reading attitudes at 6-month intervals across their last two years in preschool. Information on home literacy environments was obtained from both parents, and data was also obtained on children's performance on several cognitive-linguistic tasks. Children's word reading and receptive vocabulary were assessed at the beginning and at the end of the study. The results showed that, on average, children's IRA did not change across the two-year follow-up, whereas their GRA declined in a linear fashion. Paternal home literacy environment variables played unique roles in predicting the initial level and growth rate of IRA and the growth rate of GRA. In terms of developmental outcomes, the initial levels of IRA and GRA predicted children's receptive vocabulary at the end of preschool after baseline performance, background variables and cognitive-linguistic skills were controlled for. Chinese word reading was predicted by IRA but not GRA; however, this prediction did not sustain after baseline performance was entered. The findings suggested that different aspects of reading attitudes overlapped greatly, yet were somewhat dissociated in terms of developmental trajectories, antecedents, and consequences.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 215-228"},"PeriodicalIF":3.2,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143767453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0