Early Childhood Research Quarterly最新文献_第2页

Children's friendship quality in early childhood education: the interplay with classroom quality, participation practices, and length of exposure to the ECE teacher 幼儿教育中儿童的友谊质量：与课堂质量、参与实践和接触幼儿教育教师时间的相互作用

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-09-13 DOI: 10.1016/j.ecresq.2025.08.006

Nadine Correia , Helena Carvalho , Cecília Aguiar

{"title":"Children's friendship quality in early childhood education: the interplay with classroom quality, participation practices, and length of exposure to the ECE teacher","authors":"Nadine Correia , Helena Carvalho , Cecília Aguiar","doi":"10.1016/j.ecresq.2025.08.006","DOIUrl":"10.1016/j.ecresq.2025.08.006","url":null,"abstract":"<div><div>Friendships are crucial for children, and high-quality friendships encompass positive, supportive, and low-conflict interactions. Early childhood education (ECE) teachers spend considerable time with children and influence their relationships through high-quality teacher-child interactions and opportunities for child participation. This study examined the associations between observed classroom quality, observed participation practices, and children’s friendship quality, considering the moderating role of the length of exposure to the lead ECE teacher (i.e., months with the lead teacher). Participants in this study were 336 children (163 boys), aged 42 to 76 months (<em>M</em> = 60.14, <em>SD</em> = 7.86), from 58 ECE classrooms in the Lisbon area, Portugal, and their lead teachers. Findings suggest (i) a positive relationship between instructional support and closeness in children's friendships, when children spent more months with the lead teacher; (ii) a negative relationship between emotional support and conflict in children's friendships, when children spent more months with the lead teacher; (iii) a positive relationship between classroom organization and conflict in children’s friendships, when children spent fewer months with the lead teacher; and (iv) a negative relationship between conditions for participation and conflict in children's friendships, when children spent more time with the lead teacher. These findings have implications for practice and policymaking, emphasizing the relevance of sustained high-quality teacher-child interactions and participation practices to enhance children’s friendship quality in ECE.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 92-102"},"PeriodicalIF":3.1,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049280","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

Utilizing state workforce registries and targeted surveys to investigate workforce wellbeing 利用国家劳动力登记和有针对性的调查来调查劳动力福利

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-09-11 DOI: 10.1016/j.ecresq.2025.09.001

Alexandra M. Daro , Greg W. Welch , Kimberlee Belcher-Badal , Wayne Mayfield

{"title":"Utilizing state workforce registries and targeted surveys to investigate workforce wellbeing","authors":"Alexandra M. Daro , Greg W. Welch , Kimberlee Belcher-Badal , Wayne Mayfield","doi":"10.1016/j.ecresq.2025.09.001","DOIUrl":"10.1016/j.ecresq.2025.09.001","url":null,"abstract":"<div><div>The twofold aim of the presented work was to detail a partnership with the first and third authors, the National Workforce Registry Alliance (NWRA), and two state ECE professional registries and to demonstrate the viability of state workforce registry data and the utility of combining survey data and registry data to investigate predictors of professional and personal workforce wellbeing. Administrative data from state workforce registries was linked to survey data collected by the NWRA (<em>n</em> = 902 respondents). Respondents represented different settings (center-based and family child care home) and roles (teachers and administrators). The Early Childhood Professional Wellbeing Framework (Gallagher & Roberts, 2022) was used to develop a path analysis to demonstrate the effectiveness of the partnership and test the relationships between individual and contextual elements of the framework and latent variables representing professional and personal wellbeing. No individual and contextual elements significantly predicted personal wellbeing, however being part of a historically marginalized population, working in family child care homes, and having more years of experience all significantly predicted professional wellbeing. Professional wellbeing also significantly, positively predicted personal wellbeing (<em>β</em> = 0.95, <em>p</em> < 0.001). The full set of individual and contextual elements and professional wellbeing accounted for 88% of the variance in personal wellbeing (<em>R<sup>2</sup></em> = 0.88, <em>p</em> < 0.001). The utility of workforce registry data, aspects of the partnership, and the benefits and challenges of the process are discussed.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 79-91"},"PeriodicalIF":3.1,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145048473","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

Is participation in the target poverty alleviation program associated with early childhood development? Evidence from Southwest China 参与目标扶贫项目是否与儿童早期发展有关？来自中国西南的证据

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-09-08 DOI: 10.1016/j.ecresq.2025.08.007

Li Huang , Jin Sun , Ling Li , Li Cao

{"title":"Is participation in the target poverty alleviation program associated with early childhood development? Evidence from Southwest China","authors":"Li Huang , Jin Sun , Ling Li , Li Cao","doi":"10.1016/j.ecresq.2025.08.007","DOIUrl":"10.1016/j.ecresq.2025.08.007","url":null,"abstract":"<div><div>Significant efforts have been made globally to alleviate poverty and achieve sustainable development. While the economic benefits and improved living standards from such programs are well-documented, their impact on early childhood development (ECD) remains less understood. This study investigated whether participation in China’s Targeted Poverty Alleviation (TPA) program, which was designed as a sustainable livelihood initiative, was associated with ECD in different domains, beyond its primary goal of poverty alleviation. Additionally, it explored the potential mediating roles of parental investment and parental care. The sample included 1,415 families with children aged 18–42 months (632 girls) from 33 remote and mountainous towns in southwestern China, of which 432 families had participated in the TPA program. All families had been lifted out of absolute poverty during the data collection period. Children’s development was assessed using the Chinese version of the Bayley Scales of Infant and Toddler Development, Third Edition. Hierarchical linear modeling revealed a positive association between TPA participation and children’s socio-emotional development, with the presence of parental care identified as a significant mediator. These findings suggest that TPA participation, by facilitating parental care, supports children’s socio-emotional development. This study highlights the importance of integrating parenting-friendly strategies into poverty alleviation programs to enhance both household economic security and ECD outcomes in low-income families.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 69-78"},"PeriodicalIF":3.1,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145010006","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

Beyond repeating and growing patterns: Validating an instrument of rotating pattern understanding in preschool children 超越重复和成长模式：验证学龄前儿童旋转模式理解的工具

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-09-04 DOI: 10.1016/j.ecresq.2025.08.008

Xueliang Chen , Jian Xiang , Xiao Zhang

{"title":"Beyond repeating and growing patterns: Validating an instrument of rotating pattern understanding in preschool children","authors":"Xueliang Chen , Jian Xiang , Xiao Zhang","doi":"10.1016/j.ecresq.2025.08.008","DOIUrl":"10.1016/j.ecresq.2025.08.008","url":null,"abstract":"<div><div>Research on patterning skills in preschool children has mostly focused on repeating and growing patterns. This study introduced rotating patterns as an additional pattern type and validated a self-designed instrument to assess 138 Cantonese-speaking preschool children’s (age in years: <em>M</em> = 4.98, <em>SD</em> = .33) understanding of rotating patterns based on three-wave longitudinal data. Rasch modeling was employed to evaluate the psychometric properties of the instrument. The results suggested that our instrument assessed a unidimensional construct, with items exhibiting local independence and covering a broad spectrum of easy, medium, and high difficulty levels. The instrument also possessed adequate reliability and was associated with measures of arithmetic competence and Chinese word reading, providing evidence of convergent and discriminant validity. While most items were found to be longitudinally invariant, some displayed differential functioning over time, suggesting changes in item difficulty over the assessment period. Overall, the validated instrument appears suitable for evaluating the rotating patterning skill of children aged 5 to 6 years. This study makes an important contribution by expanding the conceptualization of preschoolers’ patterning abilities to include rotating patterns, a previously underexplored domain. The psychometrically robust instrument presented in this research can also be readily utilized by scholars to further investigate the development and educational implications of children’s patterning skills.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 57-68"},"PeriodicalIF":3.1,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144988431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teacher observations of loneliness and ostracism among five-year-olds: Associations with social–emotional functioning, vocabulary, and language background 教师对五岁儿童孤独感和排斥感的观察：与社会情感功能、词汇和语言背景的关系

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-08-25 DOI: 10.1016/j.ecresq.2025.08.004

Anne-Elina Salo , Katja Upadyaya , Mirjam Kalland , Sami Hyttinen , Katariina Salmela-Aro , Marja-Kristiina Lerkkanen

{"title":"Teacher observations of loneliness and ostracism among five-year-olds: Associations with social–emotional functioning, vocabulary, and language background","authors":"Anne-Elina Salo , Katja Upadyaya , Mirjam Kalland , Sami Hyttinen , Katariina Salmela-Aro , Marja-Kristiina Lerkkanen","doi":"10.1016/j.ecresq.2025.08.004","DOIUrl":"10.1016/j.ecresq.2025.08.004","url":null,"abstract":"<div><div>Being included in play and forming positive peer relationships are critical for children to meet their need to belong in early childhood education and care (ECEC). Loneliness and ostracism, then, threaten meeting this need. In this study, five-year-old children’s (<em>N</em> = 31,169) loneliness and ostracism were examined through ECEC teacher observations. About one-sixth of the children were evaluated as lonely and close to one-tenth as ostracized often to very often. Groups of children were then formed, based on different combinations in these threats to belonging: 1) rare threats (80.2%), 2) frequently lonely (rarely ostracized) (10.5%), 3) accumulated threats (7.7%), and 4) frequently ostracized (rarely lonely) (1.6%). Multinomial regression analysis with pairwise comparisons suggested differences between the groups in children’s social-emotional functioning, vocabulary, and language background but not in gender. It is vital to equip ECEC teachers with competencies to observe and address loneliness and ostracism, to build safe and inclusive peer communities for all children, and to develop children’s social-emotional skills. Implications for ensuring that every child can build peer relationships, access play, and learn to positively include their diverse peers are discussed.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 46-56"},"PeriodicalIF":3.1,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144896529","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

Subsidy density in early education centers: Comparing center and community associations across two nationwide samples 早教中心的补贴密度：比较两个全国样本的中心和社区协会

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-08-21 DOI: 10.1016/j.ecresq.2025.08.005

Gerilyn Slicker , Jason T. Hustedt

{"title":"Subsidy density in early education centers: Comparing center and community associations across two nationwide samples","authors":"Gerilyn Slicker , Jason T. Hustedt","doi":"10.1016/j.ecresq.2025.08.005","DOIUrl":"10.1016/j.ecresq.2025.08.005","url":null,"abstract":"<div><div>Government-issued child care subsidies from the Child Care and Development Fund are a mechanism for providing equitable access to child care and early education in the United States. Using two nationwide samples, the 2012 National Survey of Early Care and Education (NSECE) and the 2019 NSECE, we assess the relationship between features of early care and education centers and subsidy density, or the proportion of children enrolled that use subsidies. Our findings suggest specific features of centers— including the center’s enrollment and operational and financial structure— as well as their surrounding communities, are associated with subsidy density. Across both samples, enrolling infants or toddlers, having a quality rating or for-profit status, operating in an area with moderate or high poverty density, and receiving parent pay are associated with increased proportions of children using subsidies. Having a higher number of children enrolled and being fully enrolled are linked with decreased proportions of children using subsidies enrolled. Unique to the 2019 sample, receiving Head Start and public pre-K funds are associated with a higher proportion of children using subsidies enrolled in centers. Given the documented decline of centers receiving subsidies and evidence that centers may limit the degree of subsidy participation to sustain operations, understanding features of programs associated with subsidy density is critical to creating policies that support ECE access for subsidy-eligible children.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 35-45"},"PeriodicalIF":3.1,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144886094","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

Father’s involvement is critical in social-emotional development in early childhood: A meta-analysis 父亲的参与对儿童早期社会情感发展至关重要：一项荟萃分析

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-08-20 DOI: 10.1016/j.ecresq.2025.08.001

Que Zheng , Liman Cai , Peishan Huang , Wei Huang , Yushan Ni

{"title":"Father’s involvement is critical in social-emotional development in early childhood: A meta-analysis","authors":"Que Zheng , Liman Cai , Peishan Huang , Wei Huang , Yushan Ni","doi":"10.1016/j.ecresq.2025.08.001","DOIUrl":"10.1016/j.ecresq.2025.08.001","url":null,"abstract":"<div><div>Father involvement is increasingly recognized as critical in children’s early social-emotional development. However, the extent and nature of this association across different populations and contexts remain unclear. This meta-analysis aims to synthesize the evidence on the relationship between father involvement and children’s social-emotional competence in early childhood. Additionally, it seeks to identify potential sample and study characteristics that may moderate these relationships. The current study reviewed 65 studies published in English and Chinese after 2000, involving a total of 154,801 child participants (49.34 % male) and 127,081 fathers (mean age = 30.58 years). Study-related and sample-related characteristics were included in moderator analyses. The results revealed significant correlations between father involvement and young children’s social-emotional competence (weighted <em>r</em>s ranged from .10 to .22). Fathers’ positive engagement, as well as warmth and responsiveness, contributed significantly to young children’s concurrent and longitudinal social-emotional competence. The impacts of such contributions were stronger among older fathers, between fathers and daughters, in the Asian countries, and when fathers’ warmth and responsiveness were reported by mothers. This meta-analysis provides robust evidence that father involvement is significantly associated with young children’s social-emotional development, informing policies and interventions aimed at promoting father involvement in children’s lives.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 26-34"},"PeriodicalIF":3.1,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144865357","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

Scaling high quality: An implementation study of Boston’s Universal Pre-K expansion to community-based programs 扩展高质量：波士顿全民学前教育扩展到社区项目的实施研究

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-08-16 DOI: 10.1016/j.ecresq.2025.08.002

Christina Weiland , Paola Guerrero Rosada , Anne Taylor , Louisa Penfold , Rachel Kushner , Catherine Snow , Yuzhu Xia , Meghan McCormick

{"title":"Scaling high quality: An implementation study of Boston’s Universal Pre-K expansion to community-based programs","authors":"Christina Weiland , Paola Guerrero Rosada , Anne Taylor , Louisa Penfold , Rachel Kushner , Catherine Snow , Yuzhu Xia , Meghan McCormick","doi":"10.1016/j.ecresq.2025.08.002","DOIUrl":"10.1016/j.ecresq.2025.08.002","url":null,"abstract":"<div><div>Domain-specific, evidence-based curricula and job-embedded coaching have been called a “best bet” for improving instructional quality in public prekindergarten programs. However, implementation science studies that offer lessons for scaling this approach, including identifying potential stumbling blocks and how to address new demands on teachers’ working conditions, are relatively scarce. We addressed this gap in the literature via a mixed-methods descriptive study of the first three years of Boston’s Universal Pre-K (UPK) expansion into classrooms in community-based organizations (CBOs; from 2019 to 2022). Teachers in 28 classrooms in 22 CBOs were trained to implement evidence-based language, literacy, and math-focused curricula and received a comprehensive set of professional development supports including job-embedded coaching. We leveraged classroom observations, teacher surveys, teacher interviews, and coach interviews to describe implementation levels, barriers, and facilitators. Findings show teachers were generally positive about the supports they received and implemented the curriculum with fidelity. However, some dimensions of instructional quality declined in year 3. We identified four specific barriers (fitting all components in, inconsistent teacher planning time, teacher dispositions toward math, and COVID-19 disruptions) and two facilitators (strong professional development and strong teacher-coach relationships) that offer actionable lessons for Boston and beyond.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 11-25"},"PeriodicalIF":3.1,"publicationDate":"2025-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144852741","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

Developmental trajectories of young rural Chinese children's skills in mathematics and word reading: The roles of cognitive-linguistic skills 中国农村儿童数学和文字阅读技能的发展轨迹：认知语言技能的作用

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-08-14 DOI: 10.1016/j.ecresq.2025.08.003

Yawei Yang , Xiao Zhang , Nan Xiao , Xiang Hu , Ping Wang

{"title":"Developmental trajectories of young rural Chinese children's skills in mathematics and word reading: The roles of cognitive-linguistic skills","authors":"Yawei Yang , Xiao Zhang , Nan Xiao , Xiang Hu , Ping Wang","doi":"10.1016/j.ecresq.2025.08.003","DOIUrl":"10.1016/j.ecresq.2025.08.003","url":null,"abstract":"<div><div>This longitudinal study examined the relations between cognitive-linguistic skills and the developmental trajectories of mathematics and word reading abilities in 247 rural Chinese children. Baseline measures at age 4 (<em>M</em> ± <em>SD</em> = 50.46 ± 6.69 months) assessed four cognitive-linguistic skills (sustained attention, working memory, visual-spatial skills, and receptive vocabulary) and two academic skills (mathematics and word reading). Academic skills were reassessed at 12-month intervals over 2 years to examine the contribution of early cognitive-linguistic skills to academic development through age 6. Results of latent growth modeling showed that: (1) Sustained attention, working memory, and visual-spatial skills each made a unique contribution to the children's initial mathematics skills but not to their initial word reading skills; (2) Receptive vocabulary was related to children's initial word reading skills and their initial mathematics skills; (3) Working memory was related to the growth of children's mathematics and word reading skills, and sustained attention was related to the growth of their mathematics skills. These findings suggest that cognitive-linguistic skills contribute differentially to individual differences in mathematics and word reading skills among rural Chinese children. They also emphasize the need for educators and policymakers to improve rural education through implementing cognitive-linguistic intervention programs, thereby enhancing the academic development of rural children.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 1-10"},"PeriodicalIF":3.1,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144842731","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

Peer effects in small-group language instruction 小团体语言教学中的同伴效应

IF 3.7 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-08-07 DOI: 10.1016/j.ecresq.2025.07.007

Michael P. Mesa, James A. Hernandez, Beth M. Phillips, Christopher J. Lonigan

引用次数: 0