Early Childhood Research Quarterly最新文献_第10页

Guidance and respect: Chinese American preschoolers’ perceptions of parental support for learning 引导与尊重：华裔学龄前儿童对父母学习支持的认知

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-10-01 DOI: 10.1016/j.ecresq.2024.03.005

Yoko Yamamoto , Jin Li , Huiying Yang , Isabel Zhang

{"title":"Guidance and respect: Chinese American preschoolers’ perceptions of parental support for learning","authors":"Yoko Yamamoto , Jin Li , Huiying Yang , Isabel Zhang","doi":"10.1016/j.ecresq.2024.03.005","DOIUrl":"10.1016/j.ecresq.2024.03.005","url":null,"abstract":"<div><div>Ample evidence underscores the crucial role of parental support for children's learning (PSCL) in children's development and academic experiences. However, as a minoritized immigrant group, Chinese immigrant parenting practices frequently face negative perceptions. While extensive research has investigated Chinese immigrant families’ PSCL, research on young children's views of PSCL is scarce. This paper presents research conducted using a mixed methods design to examine low-SES and middle-SES Chinese American preschoolers’ developing views of PSCL. Participants were 213 4-year-old children with Chinese immigrant parents (98 low SES and 115 middle SES). Analysis of children's narratives derived from a child-story-completion method identified four themes related to PSCL: parental guidance and teaching, respect and parental authority, parents’ expectations and related actions, and close and reciprocal relationships. Results of ANCOVAs revealed that low-SES children mentioned more parental guidance/teaching and respect and parental authority than middle-SES children. We discuss these findings concerning cultural and socioeconomic contexts.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages S140-S149"},"PeriodicalIF":3.2,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143102316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Racism under the skin: Connecting the dots between the threats of structural inequities and the biological embedding of adversity 皮肤下的种族主义：连接结构性不平等的威胁和逆境的生物嵌入之间的点

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-10-01 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 我们在哪里生活、学习和玩耍：回顾环境种族主义和儿童早期发展

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-10-01 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":"10.1016/j.ecresq.2024.03.007","url":null,"abstract":"<div><div>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<sup>3</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.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages S71-S81"},"PeriodicalIF":3.2,"publicationDate":"2024-10-01","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":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Interrogating the role of anti-Blackness in the early care and education experiences of Black children and families: A call for advancing equitable science and practice 质疑反黑人在黑人儿童和家庭的早期照顾和教育经历中的作用：呼吁推进公平的科学和实践

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-10-01 DOI: 10.1016/j.ecresq.2024.03.004

Courtney A. Zulauf-McCurdy , Olivia R. Nazaire , Tunette Powell , Iheoma U. Iruka

{"title":"Interrogating the role of anti-Blackness in the early care and education experiences of Black children and families: A call for advancing equitable science and practice","authors":"Courtney A. Zulauf-McCurdy , Olivia R. Nazaire , Tunette Powell , Iheoma U. Iruka","doi":"10.1016/j.ecresq.2024.03.004","DOIUrl":"10.1016/j.ecresq.2024.03.004","url":null,"abstract":"<div><div>Early care and education (ECE) was created to support the social, emotional, and academic development of young children. Yet, there are marked disparities and inequities in how Black children and their families are perceived and treated in ECE. The current review article seeks to document how anti-Blackness in ECE is detrimental to young Black children and their families. Following Black Critical Theory this paper will: (a) revisit a historical account of ECE, highlighting the role of anti-Blackness; (b) use the Racism + Resilience + Resistance Integrative Study of Childhood Ecosystem (R<sup>3</sup>ISE) model to document how anti-Blackness is endemic within ECE; and (c) discuss how to support ECE settings in the United States so that they elevate and integrate the cultural assets of Black children and their families. In documenting how anti-Blackness embedded within the United States ECE system leads to adverse early childhood outcomes for Black children, we push back against the disappearance of Black history and suffering from our consciousness and call on the field to acknowledge what is happening, provide support to Black children and their families, and organize together to create change.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages S6-S14"},"PeriodicalIF":3.2,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Inside Front Cover - Aims and Scope, Copyright, Publication information, Orders and Claims, Advertising information, Author inquiries, Permissions, Funding body, Permanence of paper, Impressum (German titles only) and GFA link in double column 内部封面-目标和范围，版权，出版信息，订单和索赔，广告信息，作者查询，许可，资助机构，纸张的持久性，印象（仅限德国标题）和GFA链接在双栏

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-10-01 DOI: 10.1016/S0885-2006(24)00133-9

引用次数: 0

Asian and Asian American early educators’ racial discrimination experiences and student well-being during COVID-19: A moderated mediation model 新冠肺炎期间亚裔和亚裔美国早期教育者种族歧视经历与学生幸福感：一个有调节的中介模型

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-10-01 DOI: 10.1016/j.ecresq.2024.05.013

Xinwei Zhang , Suge Zhang , Feiran Zhang , Tong Liu , Walter S. Gilliam , Ayse Cobanoglu , Thomas Murray

{"title":"Asian and Asian American early educators’ racial discrimination experiences and student well-being during COVID-19: A moderated mediation model","authors":"Xinwei Zhang , Suge Zhang , Feiran Zhang , Tong Liu , Walter S. Gilliam , Ayse Cobanoglu , Thomas Murray","doi":"10.1016/j.ecresq.2024.05.013","DOIUrl":"10.1016/j.ecresq.2024.05.013","url":null,"abstract":"<div><div>During the COVID-19 pandemic, anti-Asian racism intensified in the United States (US), impairing the mental health of Asians and Asian Americans. However, no research has investigated how Asian and Asian American early educators’ experiences of racism affect them and their students in early childhood education (ECE). Thus, this study examined how Asian and Asian American early educators’ racial discrimination experiences were associated with their students’ socioemotional and behavioral well-being both directly and indirectly through the educators’ mental health. We also investigated the moderating effect of neighborhood Asian concentration on these associations. Participants of this study were 1,196 Asian and Asian American early educators (85.18 % female) across the US. Data were obtained via educator self-report questionnaires and geocoding of their ECE program zip codes. The results of structural equation modeling showed that both Asian and Asian American early educators’ direct experience and witnessing of racism were positively associated with their own perceived helplessness and depression, as well as their students’ socioemotional and behavioral well-being issues. The educators’ direct experience of racism was also positively related to their perceived lack of self-efficacy. The educators’ perceived helplessness mediated the association between their direct experience and witnessing of racism and student well-being issues. Moreover, the educators’ perceived helplessness mediated the relationship between their direct experience of racism and their students’ well-being issues only in ECE programs located in neighborhoods with high Asian concentration. This study has significant implications for fostering a culturally inclusive milieu for students and Asian and Asian American early educators in ECE.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages S60-S70"},"PeriodicalIF":3.2,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Racial/ethnic wealth gaps and material hardship disparities among U.S. households with young children: An investigation in the context of the COVID-19 pandemic 美国有幼儿家庭的种族/族裔贫富差距和物质困难差距：在COVID-19大流行背景下的调查

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-10-01 DOI: 10.1016/j.ecresq.2023.12.013

Sihong Liu , Joan Lombardi , Indivar Dutta-Gupta , Philip A. Fisher

{"title":"Racial/ethnic wealth gaps and material hardship disparities among U.S. households with young children: An investigation in the context of the COVID-19 pandemic","authors":"Sihong Liu , Joan Lombardi , Indivar Dutta-Gupta , Philip A. Fisher","doi":"10.1016/j.ecresq.2023.12.013","DOIUrl":"10.1016/j.ecresq.2023.12.013","url":null,"abstract":"<div><div>The long-existing racial/ethnic wealth gaps in the U.S. persist during the COVID-19 pandemic due to income inequalities and other structural racism experiences, which may contribute to racial/ethnic disparities in material hardship experiences. This study examined material hardship disparities and factors that may contribute to racial/ethnic wealth gaps among U.S. families with young children during the pandemic. Using survey data collected from a large national study among parents of children under six years old between April 2020 and October 2022 (<em>N</em> = 6,903; 7.23 % Black, 12.33 % Hispanic/Latino[a]; 29.03 % below 200 % FPL), this study revealed factors that substantially contributed to racial/ethnic wealth gaps, including debt, home ownership, income changes, and discrimination experiences. Moreover, Black and Hispanic/Latino(a) households of middle-to-higher-income levels reported more material hardships than White households with similar income, suggesting that higher income levels could not fully compensate for the systemic, generationally accumulated wealth gaps or equitably protect families of color from hardships in the pandemic. Although not directly studying the total wealth amount, this study provided compelling evidence for racial/ethnic structural inequalities in the wealth accumulation processes and hardship experiences, highlighting the pervasive economic vulnerability among not only lower-income households, but also middle-to-higher-income Black and Hispanic/Latino(a) families with young children.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages S39-S50"},"PeriodicalIF":3.2,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Stories and reflections on gikinawaabi: Recentering Indigenous Knowledge in early childhood development through food- and land-based practices 关于gikinawaabi的故事和思考：通过粮食和土地实践将土著知识重新纳入儿童早期发展

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-10-01 DOI: 10.1016/j.ecresq.2023.12.014

Jessica Barnes-Najor , Beedoskah Stonefish , Chelsea Wentworth , Danielle Gartner , Jessica S. Saucedo , Heather Howard-Bobiwash , Patrick Koval , Richard Burnett , Lisa Martin , Michelle Leask , Rosebud Schneider , Cheyenne Hopps , Charla Gordon , Ann Cameron

{"title":"Stories and reflections on gikinawaabi: Recentering Indigenous Knowledge in early childhood development through food- and land-based practices","authors":"Jessica Barnes-Najor , Beedoskah Stonefish , Chelsea Wentworth , Danielle Gartner , Jessica S. Saucedo , Heather Howard-Bobiwash , Patrick Koval , Richard Burnett , Lisa Martin , Michelle Leask , Rosebud Schneider , Cheyenne Hopps , Charla Gordon , Ann Cameron","doi":"10.1016/j.ecresq.2023.12.014","DOIUrl":"10.1016/j.ecresq.2023.12.014","url":null,"abstract":"<div><div>To explore the ways that Indigenous Knowledge can inform the field of early childhood development, the current study examines how cultural traditions and relationships support Indigenous children's well-being. Using a participatory approach and Indigenous methods, the study team, which included Michigan-based researchers, community partners from Indigenous early childhood programs, and Indigenous community members, used PhotoVoice to identify how traditional food- and land-based practices support children's development. Findings, which align with multi-disciplinary research conducted with other Indigenous communities, suggest that traditional practices and relationships are often shared with children through everyday activities. Moreover, these practices and relationships are often shared through food and land-based traditions. Much of what was documented regarding the cultural ways that Indigenous families in Michigan support children's development through culture involved children learning through observing and participating in community and family responsibilities. To learn through observation, translated in Anishinaabemowin as gikinawaabi in the Ojibwe dialect, is a foundational approach to learning in Michigan Indigenous communities. We are now building on this project by using the findings to develop early childhood education curricular components that are locally grounded. The findings are also being used to advocate for appropriate federal policy and legislation for tribal early childhood education programs.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages S102-S117"},"PeriodicalIF":3.2,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Toxic pathways: Exploring the impacts of vicarious and environmental racism on black youth in early childhood 有毒途径：探索替代和环境种族主义对早期儿童时期黑人青年的影响

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-10-01 DOI: 10.1016/j.ecresq.2023.12.015

Myles D. Moody , Lacee A. Satcher

{"title":"Toxic pathways: Exploring the impacts of vicarious and environmental racism on black youth in early childhood","authors":"Myles D. Moody , Lacee A. Satcher","doi":"10.1016/j.ecresq.2023.12.015","DOIUrl":"10.1016/j.ecresq.2023.12.015","url":null,"abstract":"<div><div>Academic and public discourse continues to center discussions of structural racism, its effects, and policy remediation of its lasting impacts on the well-being of racial minorities over the life course. We contribute to this discourse through a research synthesis of scholarship on the health and well-being consequences of vicarious and environmental racism for Black youth. Utilizing a sociological perspective, we propose a model that 1) identifies the ways that racism vicariously impacts the health and well-being of Black children on the interpersonal level through discrimination, and 2) highlights how structural and environmental factors both exacerbate these experiences and impact health and well-being directly. The harmful effects of vicarious racism on Black children between birth and age 5 are well-documented. Given the lack of agency in early childhood, coupled with their caregivers’ heightened exposure to racialized adversity, we argue that Black youth are particularly vulnerable to racism's indirect impact on mental health and socioemotional development. Additionally, decades of research on environmental justice and environmental racism show yet another route through which structural racism shapes the health of racial minorities across the life course (e.g., toxic exposure, resource scarcity, urban heat). Despite this growing focus on how Black children's well-being is shaped through indirect experiences of racism, as well as the mental health impacts of personal and vicarious racism, few studies have coalesced these lines of research to better understand how to lessen and mitigate the impacts of these adverse exposures. As such, we emphasize strategies for psychological resilience and harm reduction.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages S82-S90"},"PeriodicalIF":3.2,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Barriers to early childhood education for Black families and calls for equitable solutions from a qualitative study using peer researchers and an antiracist lens 黑人家庭早期儿童教育的障碍，以及来自同行研究人员和反种族主义镜头的定性研究的公平解决方案的呼吁

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-10-01 DOI: 10.1016/j.ecresq.2023.12.012

Kristen A Copeland , Amy King , Julietta Ladipo , Desiré Bennett , Alexis Amsterdam , Cynthia White , Heather Gerker , J'Mag Karbeah

{"title":"Barriers to early childhood education for Black families and calls for equitable solutions from a qualitative study using peer researchers and an antiracist lens","authors":"Kristen A Copeland , Amy King , Julietta Ladipo , Desiré Bennett , Alexis Amsterdam , Cynthia White , Heather Gerker , J'Mag Karbeah","doi":"10.1016/j.ecresq.2023.12.012","DOIUrl":"10.1016/j.ecresq.2023.12.012","url":null,"abstract":"<div><div>Racial disparities in early care education (ECE) utilization and quality continue to persist in the United States and have considerable implications throughout the life course. This study applied a population health framework and an antiracist lens to conduct peer-led qualitative interviews (n = 20) and facilitate community synthesis and design sessions (n = 6) with parents, ECE staff, and thought leaders. The goal was to better understand: (1) the barriers to enrollment faced by Black families seeking high-quality ECE experiences and (2) potential policy and system interventions to increase access and equity. Three key themes emerged: 1) idealized notions of what Black parents wanted for their children in ECE settings diverged from their actual experiences; 2) there were significant racialized administrative burdens or hoops to jump through to access ECE; and 3) participants cited positive and negative experiences with home-visiting programs to foster child development. Black participants expressed reservations about engaging with these programs based partly on previous discriminatory experiences and/or negative first- or second-hand experiences with state-mandated home visits from social services. The findings from this study make a significant contribution to the literature on barriers to high-quality ECE programs that Black families experience and community-identified policy solutions to address disparities. The system and policy solutions to these racial disparities in ECE enrollment cocreated by parents, ECE staff and the research team are discussed.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages S26-S38"},"PeriodicalIF":3.2,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0