Elizabeth Pelletier , Scott W. Allard , Julia Karon , Taryn W. Morrissey
{"title":"The spatial inequality of early care and education centers","authors":"Elizabeth Pelletier , Scott W. Allard , Julia Karon , Taryn W. Morrissey","doi":"10.1016/j.ecresq.2024.09.006","DOIUrl":"10.1016/j.ecresq.2024.09.006","url":null,"abstract":"<div><div>Given the importance of early care and education (ECE) programs for children's development and parents’ labor force participation, it is critical to ensure communities — particularly those home to historically marginalized populations — have predictable and equitable access to programming and services. Yet, there are few useful data resources and thus relatively little research examining variation in local access to ECE programs. In this article, we examine county-level disparities in participation in and availability of ECE centers by child poverty rate, racial and ethnic composition, and urban-rural geography using a unique national dataset of county-level ECE program enrollment and expenditures from 2000 to 2019. Measures of ECE access in these data reflect a mix of publicly provided and funded programs, as well as privately-run programs that may be operated by nonprofit or for-profit entities. Findings suggest that public ECE per capita enrollment is higher in rural than urban counties, whereas private ECE program enrollment appears more highly concentrated in urban counties. Counties with higher child poverty rates also have lower enrollment rates at private ECE centers compared to counties with lower child poverty rates. We find mixed results when comparing public (e.g., public preschool, Head Start) and private ECE enrollment across counties by racial and ethnic composition. Finally, we examine year-over-year volatility in ECE enrollment and expenditures and find that public ECE programs are more stable compared to private ECE programming, which may promote equity in ECE stability.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 120-132"},"PeriodicalIF":3.2,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142419998","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}
Christina M. Stephens , Danielle A. Crosby , Kierra Sattler , Andrew J. Supple , Catherine Scott-Little
{"title":"Multidimensional patterns of early care and education access through a family centered lens","authors":"Christina M. Stephens , Danielle A. Crosby , Kierra Sattler , Andrew J. Supple , Catherine Scott-Little","doi":"10.1016/j.ecresq.2024.09.004","DOIUrl":"10.1016/j.ecresq.2024.09.004","url":null,"abstract":"<div><div>Despite evidence of the benefits of early care and education (ECE) for child development and family employment, the supply of providers is scarce and variable; leading many families with young children to experience limited and inequitable access. To examine the multidetermined nature of access, this study leverages a multidimensional, family-centered definition and a nationally representative sample of families of preschoolers from the Early Childhood Longitudinal Study – Birth Cohort to examine (1) patterns of access-related features present in preschool-age children's ECE arrangements, and (2) child characteristics, household circumstances, and care setting type that may be related to patterns of access. Latent class analysis model enumeration revealed five latent classes of children's nonparental care arrangements along features of accessibility: <em>High Across Most Access Features</em> (26.4 %), <em>Single, Long-Term Provider</em> (30.1 %), <em>Limited Across Most Access Features</em> (11.6 %), <em>Low Affordability, Multiple Providers</em> (10.1 %), and <em>High Affordability, Recent Transition</em> (21.8 %). These results suggested many children were in ECE that met multiple dimensions of access, with others in care arrangements that reflected trade-offs. Children were also differentially classified into types of ECE arrangements in relation to care setting type, race/ethnicity, income, household urbanicity, and parental employment. The implications of investigating ECE access as a multidimensional construct, and recommendations for how ECE providers and policy can more closely align with family needs are discussed.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 133-143"},"PeriodicalIF":3.2,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142419999","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}
Amber M. Neal-Stanley , Jenille C. Morgan , Danielle J. Allen
{"title":"The religio-spiritual capital of the Black Church: A conceptual model for combatting antiblackness in the early years","authors":"Amber M. Neal-Stanley , Jenille C. Morgan , Danielle J. Allen","doi":"10.1016/j.ecresq.2024.03.003","DOIUrl":"10.1016/j.ecresq.2024.03.003","url":null,"abstract":"<div><div>The effects of persistent antiblackness are not without consequence for young Black children. It slowly kills, steals, and destroys the humanity, joy, and spirit of Black children in a phenomenon known as spirit murder. As a consequence, spirit murder is a spiritual problem requiring a spiritual solution. In order for Black children to be whole and well, they need life affirmation and spirit enrichment. As such, we call attention to the religious wealth and spiritual assets developed in the Black Church with the recognition that it has long leveraged faith as a means to combat the ills of anti-Black racism. We theorize religio-spiritual as an amalgamation of religious and spiritual capital and refers to the power that endows young Black children with spiritual knowledges, gifts, capabilities, and skills to not only cope with but challenge the anti-Black racism in their young lives. Limited studies have been conducted on the spiritual assets of the Black community, particularly as they translate to young Black children, necessitating a resurgence in attending to these competencies to further practices, programs, and policies that leverage this distinctive form of capital in service of the larger purpose of struggling toward social and racial justice.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages S118-S128"},"PeriodicalIF":3.2,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"When kids be talkin’ Black: White educators’ beliefs about the effects of African American English on young children's achievement","authors":"Nicole Gardner-Neblett , Xigrid Soto-Boykin","doi":"10.1016/j.ecresq.2023.06.008","DOIUrl":"10.1016/j.ecresq.2023.06.008","url":null,"abstract":"<div><div>The purpose of this study was to investigate White early childhood educators’ beliefs about the effects of children’s use of African American English (AAE) on children’s academic performance. The study investigated the extent to which educators’ background and training, knowledge of AAE, and perceived competence predicted their beliefs. Two-hundred and nine White early childhood educators, working in preschool through third-grade settings, completed a survey on their perceptions of AAE, knowledge of AAE, and perceived competence when serving children who speak AAE. Results indicated that educators with less education had more negative beliefs about AAE on children’s performance. Training on cultural/linguistic diversity was associated with educators having more positive beliefs about AAE. Educators’ perceived competency about their capacity to serve AAE speakers moderated the associations between knowledge of AAE and beliefs about AAE. These findings highlight the imperative of professional learning experiences on the socio-political history, cultural significance, and linguistic features of AAE to counteract negative beliefs and promote pedagogy that leverages African American children’s language in ways that affirm their identities and support academic success.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages S15-S25"},"PeriodicalIF":3.2,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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}
Iheoma U. Iruka , Jack P. Shonkoff , Stephanie M. Curenton
{"title":"Racism under the skin: Connecting the dots between the threats of structural inequities and the biological embedding of adversity","authors":"Iheoma U. Iruka , Jack P. Shonkoff , Stephanie M. Curenton","doi":"10.1016/j.ecresq.2024.05.012","DOIUrl":"10.1016/j.ecresq.2024.05.012","url":null,"abstract":"","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages S150-S152"},"PeriodicalIF":3.2,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790080","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":"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}
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}
{"title":"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","authors":"","doi":"10.1016/S0885-2006(24)00133-9","DOIUrl":"10.1016/S0885-2006(24)00133-9","url":null,"abstract":"","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Page i"},"PeriodicalIF":3.2,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790075","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}
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}