Early Childhood Research Quarterly最新文献_第10页

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 : 2025-07-01 Epub 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":"2025-07-01","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

One size does not fit all: Associations between child characteristics, differential treatment of children by educators and quality in child care centers 一个标准不能适用于所有：儿童特征、教育工作者对儿童的差别待遇和儿童保育中心的质量之间的联系

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-07-01 Epub Date: 2025-03-28 DOI: 10.1016/j.ecresq.2025.03.002

Michal Perlman, Gabriella Nocita, Nina Sokolovic, Olesya Falenchuk, Jennifer M. Jenkins

{"title":"One size does not fit all: Associations between child characteristics, differential treatment of children by educators and quality in child care centers","authors":"Michal Perlman, Gabriella Nocita, Nina Sokolovic, Olesya Falenchuk, Jennifer M. Jenkins","doi":"10.1016/j.ecresq.2025.03.002","DOIUrl":"10.1016/j.ecresq.2025.03.002","url":null,"abstract":"<div><div>High-quality interactions in early childhood education settings support children's cognitive and socioemotional development. However, little is known about what explains variability in how educators interact with different children in these settings and how this variability relates to quality metrics. This study was based on data from 470 primarily low-income, preschool-aged children (mean age = 46.6 months; 53% female) attending licensed child care settings in a multicultural metropolis. Multilevel analyses revealed that approximately 80% of both observed educator behaviors and educator reports of relationship quality varied between children in the same classrooms, and that children's disruptive behavior, verbal intelligence, and hostility accounted for anywhere between 3 and 53% of this variance. Educators directed more positivity towards children who they described as more hostile and reported having closer and less conflictual relationships with children who they described as being less hostile and having greater verbal intelligence (small to moderate effect sizes). Differential treatment was associated with child-educator ratios, staff education, and emotional climate. Results can inform research, practice, and policy related to equity, professional development, and quality measurement in early childhood education.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 205-214"},"PeriodicalIF":3.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143724356","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

Associations between school characteristics and learning gains for pre-K attenders and non-attenders: Important constructs, limited evidence 学前班就读者和非就读者的学校特征与学习成绩之间的关系：重要结构，有限证据

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-07-01 Epub Date: 2025-03-26 DOI: 10.1016/j.ecresq.2025.03.001

Arya Ansari , Natalie Koziol , Meghan McCormick , Kelly Purtell , Tzu-Jung Lin , Mary Bratsch-Hines , Laura Kuhn , Amanda Witte , Ximena Franco-Jenkins

{"title":"Associations between school characteristics and learning gains for pre-K attenders and non-attenders: Important constructs, limited evidence","authors":"Arya Ansari , Natalie Koziol , Meghan McCormick , Kelly Purtell , Tzu-Jung Lin , Mary Bratsch-Hines , Laura Kuhn , Amanda Witte , Ximena Franco-Jenkins","doi":"10.1016/j.ecresq.2025.03.001","DOIUrl":"10.1016/j.ecresq.2025.03.001","url":null,"abstract":"<div><div>Drawing on data from the Early Learning Network (<em>n</em> = 4,807; 47 % Hispanic; 25 % White; 14 % Black; 9 % Asian; 4 % Multiracial; 1 % Other) along with the Stanford Education Data Archive, Civil Rights Data Collection, and Common Core of Data, this study examined the associations between several aspects of elementary school characteristics and children's math, language, and literacy learning from kindergarten to first grade. Additionally, this study considered whether these associations differed based on pre-K attender status. Results from multilevel models indicated that schools’ academic performance, student and teacher absenteeism, novice teacher employment, expenditures, and student-teacher ratios were not consistently associated with growth in children's academic learning, and when significant, associations were small. Moreover, even though pre-K attenders entered kindergarten with stronger academic skills, and these benefits diminished by the end of first grade, there was little evidence to suggest that school characteristics mattered differentially for pre-K attender and non-attenders.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 182-194"},"PeriodicalIF":3.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143704187","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

“They felt the safe space”: Practitioner experiences of delivering Mellow Babies, a targeted, early intervention program for parents and their babies “他们感到了安全的空间”：为父母和他们的孩子提供有针对性的早期干预项目“圆润婴儿”的从业经验

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-07-01 Epub Date: 2025-03-26 DOI: 10.1016/j.ecresq.2025.03.003

Melissa Cruz , Aigli Raouna , Ruaridh Malcolm , Raquib Ibrahim , Angus MacBeth

{"title":"“They felt the safe space”: Practitioner experiences of delivering Mellow Babies, a targeted, early intervention program for parents and their babies","authors":"Melissa Cruz , Aigli Raouna , Ruaridh Malcolm , Raquib Ibrahim , Angus MacBeth","doi":"10.1016/j.ecresq.2025.03.003","DOIUrl":"10.1016/j.ecresq.2025.03.003","url":null,"abstract":"<div><div>Addressing inequalities in childhood and intergenerational mental health requires a holistic understanding of the interplay of multiple complex socio-contextual factors and their impacts on families and caregivers. Mellow Babies (MB) is a group-based parenting program that aims to improve both parent and child wellbeing by addressing barriers for parents facing multiple adversities. Although there is quantitative and qualitative evidence for MB as an effective intervention, there is less evidence on how practitioners experience the delivery of MB. Using thematic analysis, this study explored practitioner attitudes towards delivering the program, identifying the components and processes in MB that practitioners believed contributed to parental experiences and outcomes. In total, 19 focus groups were conducted across the UK, engaging 42 facilitators and creche workers. Three themes and ten sub-themes emerged from the data, highlighting active parent participation driven by a supportive environment, interactive strategies, and diverse activities. Practitioners generally believed participation in MB was beneficial for participants. They identified components of their role and service structure that supported the sessions including the flexible nature of their position which enabled trusting relationships; the environment which provided a comfortable learning and development space; and the group support structure and community setting.</div><div><strong>Clinical trial registration:</strong> The study was registered with ISRCTN: Registration number ISRCTN17621046.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 195-204"},"PeriodicalIF":3.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143706046","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 Ebony and Malik share stories in school: White teachers’ perceptions of children's use of African American English during oral storytelling 当Ebony和Malik在学校里分享故事时：白人教师对孩子们在口头讲故事时使用非裔美国英语的看法

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-07-01 Epub Date: 2025-03-03 DOI: 10.1016/j.ecresq.2025.02.006

Nicole Gardner-Neblett , Angelica Ramos , Allison De Marco

{"title":"When Ebony and Malik share stories in school: White teachers’ perceptions of children's use of African American English during oral storytelling","authors":"Nicole Gardner-Neblett , Angelica Ramos , Allison De Marco","doi":"10.1016/j.ecresq.2025.02.006","DOIUrl":"10.1016/j.ecresq.2025.02.006","url":null,"abstract":"<div><div>Many teachers view African American English (AAE) as unacceptable for classroom discourse, yet few studies have investigated teachers’ perceptions of children's use of AAE within the context of oral storytelling nor the effect of children's gender and narrative quality. The current study addressed this gap in the literature by using mixed methods to examine the extent to which White teachers’ judgments about African American children's stories varied as a function of a hypothetical child's use of AAE, the hypothetical child's gender, and the objective quality of the story. We randomly assigned 238 White teachers in the U.S. to evaluate two stories of higher- and lower quality, using either stereotypical African American girl or boy names and containing either AAE or Standardized American English (SAE). Results revealed that teachers judged the stories containing AAE more harshly than stories told using SAE, and reported a greater likelihood of providing AAE storytellers with remediation and referrals for services, regardless of the quality of the story. Gender differences emerged as teachers critiqued AAE stories told using a boy's name more unfavorably than stories using a girl's name. Teachers perceived deficits in the AAE-speaking children's vocabulary and grammar skills, but rarely mentioned the use of dialect. Given that oral storytelling skills are foundational for children's early literacy development, understanding teachers’ perceptions about the use of AAE during storytelling is critical for informing efforts to capitalize upon these early skills for learning and development.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 143-155"},"PeriodicalIF":3.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143528779","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

Piloting an approach to family-implemented decoding instruction for kindergarten-aged children 试点家庭实施的幼儿园儿童解码教学方法

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-07-01 Epub Date: 2025-02-21 DOI: 10.1016/j.ecresq.2025.02.011

Colby Hall , Katlynn Dahl-Leonard , Garrett J. Roberts , Philip Capin , Delanie Peacott , Lauren Thayer , Kristin Conradi Smith

{"title":"Piloting an approach to family-implemented decoding instruction for kindergarten-aged children","authors":"Colby Hall , Katlynn Dahl-Leonard , Garrett J. Roberts , Philip Capin , Delanie Peacott , Lauren Thayer , Kristin Conradi Smith","doi":"10.1016/j.ecresq.2025.02.011","DOIUrl":"10.1016/j.ecresq.2025.02.011","url":null,"abstract":"<div><div>Although phonics knowledge and decoding skill are important for academic and life success, there is little research that examines the effects of home-based, family-implemented instruction on the development of these early literacy skills. The purpose of this multiple baseline across participants single case experimental design study was to evaluate the effects of a family-implemented decoding instructional approach that was designed to “launch” young children into reading. We also measured the extent to which family members were able to implement instruction with fidelity and their perceptions about the appropriateness, feasibility, and acceptability of procedures and materials. The Launch into Reading intervention produced moderate to large effects, on average, on decoding outcomes for kindergarten-aged children. On average, participating families were able to implement the intervention with fidelity. Family members reported a high degree of satisfaction with intervention materials and procedures. Results suggest the need for additional supports for individuals who are having difficulty implementing with fidelity and for children who need more practice to learn letter-sound correspondences and use phonics knowledge to decode words. Still, this relatively simple home-based intervention shows initial evidence of promise.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 122-132"},"PeriodicalIF":3.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143454597","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 : 2025-07-01 Epub 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":"2025-07-01","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

School entry skills and young adult outcomes 入学技能和年轻人的成就

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-07-01 Epub Date: 2025-01-24 DOI: 10.1016/j.ecresq.2025.01.004

Margaret Burchinal , Deborah Lowe Vandell

引用次数: 0

Best practices for designing and reporting caregiver training in early childhood mathematics interventions 设计和报告幼儿数学干预中护理人员培训的最佳做法

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-07-01 Epub Date: 2025-02-16 DOI: 10.1016/j.ecresq.2025.02.003

Mackenna Vander Tuin , Gena Nelson , Lois Ndungu

{"title":"Best practices for designing and reporting caregiver training in early childhood mathematics interventions","authors":"Mackenna Vander Tuin , Gena Nelson , Lois Ndungu","doi":"10.1016/j.ecresq.2025.02.003","DOIUrl":"10.1016/j.ecresq.2025.02.003","url":null,"abstract":"<div><div>Caregivers are essential to children's growth and development and are now being recognized as important stakeholders in academic interventions (e.g., mathematics). Although researchers are making strides to involve caregivers in implementing interventions, there is still work to be done to improve the overall study reporting related to the development and implementation of caregiver training. We developed a coding rubric based on the Division for Early Childhood (DEC; 2016) Recommended Practices and current literature to examine the quality of information reported about caregiver training across seven domains. In this systematic review, we identified 51 research studies (48 research articles) published between 1982 and 2023 that focused on early childhood mathematics interventions with the involvement of a caregiver. Overall, findings suggest that the identified studies could improve their reporting and/or practices in all domains of caregiver training (i.e., evidence-based training content, family partnerships, delivery, environment, cultural competence, materials, fidelity). We provide recommendations for future research teams to consider when developing, implementing, and reporting on caregiver training.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 69-79"},"PeriodicalIF":3.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143418558","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

Teachers of refugee children opening up dialogic spaces across interruptions and change 难民儿童的教师在中断和变化中开辟对话空间

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-07-01 Epub Date: 2025-02-01 DOI: 10.1016/j.ecresq.2025.01.005

Elif Karsli-Calamak , Cristina Valencia Mazzanti

{"title":"Teachers of refugee children opening up dialogic spaces across interruptions and change","authors":"Elif Karsli-Calamak , Cristina Valencia Mazzanti","doi":"10.1016/j.ecresq.2025.01.005","DOIUrl":"10.1016/j.ecresq.2025.01.005","url":null,"abstract":"<div><div>In this research, we examine the understandings of early childhood teachers who are deeply committed to their work with refugee children and families in Türkiye. Using teacher interview data collected over two years as part of a four-year longitudinal ethnographic study, we draw on philosophical hermeneutics as a theory of understanding to analyze how this process unfolds for educators working with refugee communities. We found that teachers demonstrate a fluid process of understanding that upholds the intricacies of forced displacement and supporting refugees across contexts. All teachers try to hold multiple perspectives and recognize the complexity of the situation, foregrounding a critical evaluation of political discourses about refugees and a sense of scarcity about the current realities and economic constraints. Teachers' understandings are determined by four main factors that interrupt their worldviews and experiences with refugee students: anti-immigrant and political discourses, scarcity, sorrow, and the scrutinizing of the notion of belonging. We note (1) the importance of teachers’ understanding processes as both a core and underrecognized resource in supporting refugee students, and (2) the need to foster dialogic and humanizing stances for teachers to understand and adapt to the dehumanizing realities and constant changes that war and forced displacement bring to their classrooms.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 25-34"},"PeriodicalIF":3.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143077664","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