Early Childhood Research Quarterly最新文献

{"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 ,&nbsp;Joan Lombardi ,&nbsp;Indivar Dutta-Gupta ,&nbsp;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}

{"title":"Stories and reflections on gikinawaabi: Recentering Indigenous Knowledge in early childhood development through food- and land-based practices","authors":"Jessica Barnes-Najor ,&nbsp;Beedoskah Stonefish ,&nbsp;Chelsea Wentworth ,&nbsp;Danielle Gartner ,&nbsp;Jessica S. Saucedo ,&nbsp;Heather Howard-Bobiwash ,&nbsp;Patrick Koval ,&nbsp;Richard Burnett ,&nbsp;Lisa Martin ,&nbsp;Michelle Leask ,&nbsp;Rosebud Schneider ,&nbsp;Cheyenne Hopps ,&nbsp;Charla Gordon ,&nbsp;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}

{"title":"Toxic pathways: Exploring the impacts of vicarious and environmental racism on black youth in early childhood","authors":"Myles D. Moody ,&nbsp;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}

{"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 ,&nbsp;Amy King ,&nbsp;Julietta Ladipo ,&nbsp;Desiré Bennett ,&nbsp;Alexis Amsterdam ,&nbsp;Cynthia White ,&nbsp;Heather Gerker ,&nbsp;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}

{"title":"Introduction to the Supplemental Issue: Advancing developmental science on the impact of racism in the early years","authors":"Stephanie M. Curenton ,&nbsp;Iheoma U. Iruka ,&nbsp;Jacqueline Sims ,&nbsp;Nneka Ibekwe-Okafor","doi":"10.1016/j.ecresq.2024.06.001","DOIUrl":"10.1016/j.ecresq.2024.06.001","url":null,"abstract":"<div><div>The goal of this supplement is to expand the extant literature about racism's toxic effects on the nation's youngest children– infants, toddlers, and preschoolers. The supplement contains articles that (a) focus on how racism is manifested in early care and education systems, policies, and programs, (b) demonstrate how racism influences the economic and community contexts children live in, and (c) highlight the cultural assets racially and ethnically marginalized families and communities use to cope with—and resist—racism. In this introduction, we summarize the key findings from the articles, discuss their contributions, and identify additional opportunities for future studies to expand on. Recommendations are provided about how knowledge from this battery of work can be translated into policy, practice, and future research efforts to advance racial equity in the early years and to transform those oppressive systems thwarting racially and ethnically marginalized children's optimal development and their ability to thrive.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages S1-S5"},"PeriodicalIF":3.2,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790077","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}

{"title":"Systems approaches for uncovering mechanisms of structural racism impacting children's environmental health and development","authors":"Devon C. Payne-Sturges ,&nbsp;Ellis Ballard ,&nbsp;Janean Dilworth-Bart","doi":"10.1016/j.ecresq.2023.12.011","DOIUrl":"10.1016/j.ecresq.2023.12.011","url":null,"abstract":"<div><div>Current approaches to identifying the impacts of structural racism on human development focus on downstream consequences or developmental outcomes rather than the upstream processes that create and perpetuate those negative consequences. Yet, the hallmarks of complex problems like structural racism include feedback relationships linking factors, path dependence, dynamics, non-linear effects, time delays, counterintuitive, and policy resistance. Pollutant exposures and their resulting deleterious effects on child health and development are among the downstream effects of structural racism. System dynamics modeling, a branch of systems science, provides developmental and environmental researchers with approaches to analyze complexity and integrate evidence from multiple disciplines through a common language and visualization of systems of structural racism. In this commentary, we introduce core tenets of system dynamics modeling as means of delineating the institutional and structural processes of environmental racism from the measurable consequences to child development; highlight specific implications of system dynamics modeling for developmental sciences; use the ongoing environmental health crisis in Flint, MI as a case example of how system dynamics modeling can be used to examine the impacts of structural racism on child development.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages S91-S101"},"PeriodicalIF":3.2,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790123","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}

{"title":"Cultural and contextual understanding of parent engagement among Latine parents of pre-K children in low-income neighborhoods: The role of immigration enforcement threat, parent health and sociodemographics","authors":"R. Gabriela Barajas-Gonzalez,&nbsp;Alexandra Ursache,&nbsp;Dimitra Kamboukos,&nbsp;Bo Gu,&nbsp;Keng-Yen Huang,&nbsp;Heliana Linares Torres,&nbsp;Sabrina Cheng,&nbsp;Laurie Miller Brotman,&nbsp;Spring Dawson-McClure","doi":"10.1016/j.ecresq.2024.03.006","DOIUrl":"10.1016/j.ecresq.2024.03.006","url":null,"abstract":"<div><div>Efforts to bolster the school readiness of Latine children from low-income and immigrant homes have focused on fostering parent engagement in children's education. In assessing parent engagement, most measures center school-based activities in alignment with middle class, European American dominant norms, missing the multiple ways that Latine families engage with their children to support their educational experiences and development. Additionally, studies of predictors of Latine parent engagement have mainly focused on parent demographic and linguistic factors, limiting our understanding of how to support parent engagement equitably. Using a measure of parent engagement sensitive to culturally contextualized behaviors of Latine families, this study describes the ways Latine parents living in historically disinvested neighborhoods in New York City engage in their children's learning at home and in school during a nationally charged anti-immigrant, anti-Latine sociopolitical climate. We also examine whether immigration enforcement threat and parent health are associated with Latine family engagement in home and school-based activities. Data come from a larger study conducted with Latine parents (n=103; 42% immigrant) of pre-K children. Descriptive results indicate that despite a charged sociopolitical context, levels of engagement in children's education and development across multiple domains were comparable with mean levels established by the developers. Findings from regression analyses demonstrated that above and beyond demographic, linguistic and financial factors, immigration enforcement threat and parent health were associated with aspects of family engagement in young children's learning among Latine families in low-income communities. Implications for policy and practice are discussed.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages S129-S139"},"PeriodicalIF":3.2,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790097","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}

{"title":"Exploring the relation between early childhood education and historical and contemporary racism and bias for Black children","authors":"Heidi A. Vuletich ,&nbsp;B. Aspacia Stafford ,&nbsp;Iheoma U. Iruka ,&nbsp;B. Keith Payne","doi":"10.1016/j.ecresq.2023.10.006","DOIUrl":"10.1016/j.ecresq.2023.10.006","url":null,"abstract":"<div><div>Racial disparities in educational outcomes start early in childhood and persist through adulthood. High quality Early Care and Education (ECE) programs tend to show benefits for Black children, but less is known about how larger contextual inequalities, both historical and contemporary, relate to young children's outcomes in these high-quality settings. Previous work has shown that historical racism, such as the prevalence of enslavement in 1860 (just before the Civil War) relates to present-day structural inequalities and implicit bias across geographic regions. In this study (N = 1,343), we examined the relation between an area's historical racism, operationalized as the proportion of enslaved individuals living there in 1860, current structural inequalities (economic mobility, racial disparities in poverty, and residential segregation), implicit bias, and children's outcomes in high quality ECE settings. Although significant correlations were found among historical and current structural inequities, implicit bias, and children's outcomes, no significant relation remained after accounting for nesting and children's prior skills. Though more work is needed to establish the reliability and robustness of these findings, our analysis provides initial evidence that negative structural factors are not linked to children's outcomes within more optimal settings, such as high quality ECE programs.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages S51-S59"},"PeriodicalIF":3.2,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790104","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}

{"title":"The role of educators’ racial beliefs in developing relationships with white toddlers and preschool children","authors":"Kamilah B. Legette ,&nbsp;Elizabeth K. King","doi":"10.1016/j.ecresq.2024.09.005","DOIUrl":"10.1016/j.ecresq.2024.09.005","url":null,"abstract":"<div><div>Teacher–child relationships in young children's classrooms are foundational for children's learning. Teachers’ beliefs about race and the causes of racial inequity might be one set of beliefs that has implications for the practices they use to develop positive relationships with children. With a sample of 18 teachers and their 73 toddler and preschool children, we explored ways teachers’ beliefs about racial inequity in four domains (Post-Racial, Cultural Deficit, American Dream, &amp; Schooling Inequity) related to conflict and closeness in the teacher–child relationship. Additionally, we explored how child age group (toddler, preschool) might moderate the association. Findings indicate that beliefs in the American Dream positively related to closeness and Schooling Inequity beliefs were positively related to closeness only for preschool aged children. Additionally, Schooling Inequity beliefs were negatively related to conflict in the teacher–child relationship. Given the concern that racial awareness has negative implications for White children, this study provides empirical evidence that teachers’ awareness of racism is beneficial for White children.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 102-109"},"PeriodicalIF":3.2,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142315013","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":"Predictors of stability/change in observed parenting patterns across early childhood: A latent transition approach","authors":"Cheuk Hei Cheng ,&nbsp;Jenn-Yun Tein ,&nbsp;Daniel S. Shaw ,&nbsp;Melvin N. Wilson ,&nbsp;Kathryn Lemery-Chalfant","doi":"10.1016/j.ecresq.2024.09.002","DOIUrl":"10.1016/j.ecresq.2024.09.002","url":null,"abstract":"<div><div>Parenting has long been a topic of research based on its importance for family and child outcomes. Recent methodological advances in person-centered approaches suggest that our understanding of parenting could be further advanced by examining parenting typologies across various parenting behaviors longitudinally. Accordingly, the current study aims to examine latent transitions in parenting practice patterns across four annual assessments during early childhood and examine whether individual- and family-level factors at baseline discriminate parenting transition patterns. Data from four waves (ages 2, 3, 4, and 5) of a study of 731 caregiver-child dyads from a randomized controlled trial were used. Latent Class Analysis (LCA) and Latent Transition Analysis (LTA) were conducted to investigate underlying types of parenting practices at each age and longitudinal parenting practice transition patterns that represent continuity and change. For the LCA, two latent classes emerged at all four waves, representing ‘lower warmth; higher negative interaction’ (Dysregulated) and ‘higher warmth; lower negative interaction’ (Warm) parenting groups. The LTA model with two classes at all waves was conducted with good fit. The results showed diversity in the transition patterns over time, especially non-linear patterns of parenting across early childhood. Using multinominal logistic regression, six transition patterns, collapsed from 16 possible patterns, were predicted by family factors such as child sex, family income, primary caregivers’ race, parental involvement, child inhibitory control, and child externalizing behaviors. Findings have implications for parenting assessment, practice, and analysis.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 91-101"},"PeriodicalIF":3.2,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142312602","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}