Early Childhood Research Quarterly最新文献

{"title":"Latine caregiver math talk across contexts and its relation to child math outcomes","authors":"Gigliana Melzi,&nbsp;Paola Montúfar Soria,&nbsp;Verónica Mesalles","doi":"10.1016/j.ecresq.2025.02.013","DOIUrl":"10.1016/j.ecresq.2025.02.013","url":null,"abstract":"<div><div>Caregiver math talk is an important mechanism for young children's math learning. The present study examined the amount, content, and pragmatic intent of math talk used by U.S. Latine caregivers with low incomes and explored concurrent associations to child math outcomes. Seventy-three caregivers were asked to teach their preschool-aged children to set the table and share a wordless picture book. Caregivers produced and elicited more math talk in the household chore task compared to the book-sharing task. Caregiver math talk in the household chore task only was significantly and negatively related to math outcomes. Results point to the need to consider the contexts in which families engage in math learning and how caregivers construct math learning experiences for their children.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 133-142"},"PeriodicalIF":3.2,"publicationDate":"2025-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143471172","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":"Piloting an approach to family-implemented decoding instruction for kindergarten-aged children","authors":"Colby Hall ,&nbsp;Katlynn Dahl-Leonard ,&nbsp;Garrett J. Roberts ,&nbsp;Philip Capin ,&nbsp;Delanie Peacott ,&nbsp;Lauren Thayer ,&nbsp;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":"2025-02-21","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}

{"title":"Cognitively engaging physical activity has an immediate impact on preschool children's executive function","authors":"Marcia L. Preston ,&nbsp;Megan McClelland ,&nbsp;Janelle Craig ,&nbsp;Elana Herbst ,&nbsp;Roberta Michnick Golinkoff","doi":"10.1016/j.ecresq.2025.02.008","DOIUrl":"10.1016/j.ecresq.2025.02.008","url":null,"abstract":"<div><div>Executive function (EF) skills are important for a wide-range of outcomes, including academic achievement and socio-emotional development. Previous research with adolescents and adults provides support for a connection between physical activity and improvements in EF, though less is known about the impact of physical activity on EF for <em>preschool</em> children. Additionally, not all physical activity has been equally supportive of EF development. Utilizing a pretest-posttest intervention with 111 children (M <em>age</em>=58.5 months, 53 % female, 91 % White, 59 % Latino), the current study examined the immediate impact of cognitively engaging physical activity on three components of preschool children's EF skills. As expected, the cognitively engaging physical activity condition resulted in the greatest immediate improvements in performance on EF tasks, though in some circumstances, physical activity alone and cognitive engagement alone were also effective. In addition to confirming the hypothesis, this study also adds to the existing literature in that the intervention was effective for preschool children and the effects were found immediately after a short intervention. The findings here are especially promising given that children benefited from the intervention after only twelve minutes of activity, thereby providing further justification for increasing daily opportunities for physical activity and exercise play for preschool children.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 91-101"},"PeriodicalIF":3.2,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143445629","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":"Participation in early childhood education in Kosovo: (Re-)migration and international orientation as a resource for the participation of early childhood education institutions","authors":"Saranda Shabanhaxhaj,&nbsp;Heike Wendt","doi":"10.1016/j.ecresq.2025.02.007","DOIUrl":"10.1016/j.ecresq.2025.02.007","url":null,"abstract":"<div><div>This study investigates inequalities in early childhood education (ECE) attendance and mathematics and science competencies in Kosovo, a small country in south-east Europe that has been significantly impacted by war, unrest, and economic instability over recent decades, forcing people to migrate. The present research examines to what extent parents who experienced war-related migration as children and whose own children are now fourth graders are influenced by those experiences with regard to their educational decisions and practices. Bourdieu's theory of social reproduction and Boudon's theory of educational choice, as well as concepts of hybridity and multilocality, are used as a basis for investigating the relationship between migration, family background, and ECE attendance to explore the complexity and fluidity of migration processes. In the context of this resource-focused approach, we argue that migration-related hybridity and multilocality also represent an educational opportunity and can transform social origins, potentially mitigating educational inequalities in ECE attendance. Data from the TIMS-study on N = 4496 Kosovar fourth-grade students whose parents were affected by the large waves of migration in the 1990s were analyzed. In Kosovo, war-related displacement and migration have changed family structures and practices, as evidenced by the finding that 7 percent of children grow up in a binational family and 21 percent of all mothers use migration-related language practices (French, Italian, German, or English) with their children. There are no significant differences in ECE attendance in relation to the immigration of at least one member of the nuclear family. However, there is a significant positive correlation between migration-related language practices and decisions to send children to ECE institutions; these children also performed better in mathematics and science at the 4^th-grade level. The findings point out the importance of educational opportunities for displaced persons for the education of subsequent generations.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 102-111"},"PeriodicalIF":3.2,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143454548","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":"What makes home visits effective? An examination of therapeutic mechanisms in the Recipe 4 Success preventive intervention","authors":"Sarah M. Braaten ,&nbsp;Robert L. Nix ,&nbsp;Sukhdeep Gill ,&nbsp;Michelle M. Hostetler ,&nbsp;Cheryl B. McNeil ,&nbsp;Lori A. Francis ,&nbsp;Mark E. Feinberg ,&nbsp;Cynthia A. Stifter","doi":"10.1016/j.ecresq.2025.02.012","DOIUrl":"10.1016/j.ecresq.2025.02.012","url":null,"abstract":"<div><div>Previous research has documented the importance of early childhood home visiting programs in promoting healthy parent and child functioning among families living in poverty. However, it remains unclear which aspects of home visiting are most critical in driving change. This study helps fill that gap by examining the extent to which five key therapeutic mechanisms accounted for differences between families who participated in the Recipe 4 Success preventive intervention, which was embedded within Early Head Start, compared to families who continued to receive usual practice Early Head Start home visits. The sample included 242 families with 2-year-old toddlers, most of whom were living in poverty (37 % white, 25 % Black, 19 % Latiné, 17 % Multiracial, and 2 % Asian; median income = $1,555 per month). Three sessions of home visits across both study conditions were audio recorded and coded to assess therapeutic mechanisms. Findings from mediation path analysis models revealed that enhancements to therapeutic mechanisms representing the parent-home visitor working alliance, home visitor facilitation skills, and parent engagement appeared to account for much of the intervention effect on multiple indicators of parents’ sensitive scaffolding and responsive food parenting practices. This study highlights the value of a carefully structured and sequenced curriculum in enhancing critical therapeutic mechanisms to improve the overall effectiveness of home visits, so participating families have a greater opportunity to thrive.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 112-121"},"PeriodicalIF":3.2,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143454596","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":"Daycare instability during COVID-19, child psychosocial functioning, and the parent-child relationship: A combined retrospective and prospective study","authors":"Anat Moed,&nbsp;Ayala Razer","doi":"10.1016/j.ecresq.2025.02.010","DOIUrl":"10.1016/j.ecresq.2025.02.010","url":null,"abstract":"<div><div>Although childcare instability has been the focus of a large body of research, daycare instability (i.e., instability related only to the daycare center itself) has yet to receive adequate empirical attention. In the context of the COVID-19 outbreak, this study examines longitudinal associations between daycare instability throughout the first 12 months of the pandemic (T0; retrospectively reported) and children's psychosocial adjustment approximately 2 (T1) and 2.5 (T2) years into the pandemic. This study also extends previous research by examining longitudinal associations with the quality of the parent-child relationship 3 years into the pandemic (T3), a potentially relevant outcome currently missing from research on childcare instability. Questionnaires assessing daycare instability, child stress reactions, child internalizing problems, and parent-child relationship quality were completed by Israeli parents (<em>N_T0,T1</em> = 1226, <em>Mean</em>_{<em>parent</em>}<em>_{_age}</em> = 34.53, <em>SD_{parent_age}</em> = 5.95, 62% mothers; <em>Mean_{child_age}</em> = 3.22, <em>SD_{child_age}</em> = 1.19, 52% girls) at three different assessment points covering four distinct time periods throughout the first 3 years of the pandemic (T0-T3). A longitudinal path model revealed that daycare instability throughout the first year of the pandemic was indirectly associated with more conflict and less closeness in the parent-child relationship three years into the pandemic. These associations were mediated by child stress reactions and internalizing problems, as assessed approximately 2 and 2.5 years into the pandemic, respectively. Results suggest that daycare instability is an early childhood contextual stressor, and a comprehensive examination of the model supports a stress mediation model involving potential child-driven effects on the parent-child relationship quality.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 81-90"},"PeriodicalIF":3.2,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143438178","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":"Corrigendum to “Examining the relationship between discrimination, access to material resources, and black children's behavioral functioning during COVID-19” [Early Childhood Research Quarterly Volume 62, 1st Quarter 2023, Pages 335-346]","authors":"Nneka Ibekwe-Okafor ,&nbsp;Jacqueline Sims ,&nbsp;Sihong Liu ,&nbsp;Stephanie M. Curenton ,&nbsp;Iheoma Iruka ,&nbsp;Kerry-Ann Escayg ,&nbsp;Beverly Bruno ,&nbsp;Philip Fisher","doi":"10.1016/j.ecresq.2025.02.005","DOIUrl":"10.1016/j.ecresq.2025.02.005","url":null,"abstract":"","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Page 80"},"PeriodicalIF":3.2,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143429586","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":"Best practices for designing and reporting caregiver training in early childhood mathematics interventions","authors":"Mackenna Vander Tuin ,&nbsp;Gena Nelson ,&nbsp;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":"2025-02-16","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}

{"title":"Can the sustaining environments hypothesis be sustained? Testing moderation of sustained public preschool benefits by kindergarten classroom quality","authors":"Anna D. Johnson ,&nbsp;Anna M. Wright ,&nbsp;Anne Martin ,&nbsp;April Dericks ,&nbsp;The Tulsa SEED Study Team","doi":"10.1016/j.ecresq.2025.02.001","DOIUrl":"10.1016/j.ecresq.2025.02.001","url":null,"abstract":"<div><div>Mixed evidence over whether public preschool – Head Start and school-based public pre-k –confers an academic advantage beyond kindergarten has given rise to several explanations of variation in findings across studies. The “sustaining environments” hypothesis posits that for preschool attenders to maintain an advantage over preschool non-attenders, they must experience kindergarten classrooms of sufficiently high quality. Several studies have evaluated this hypothesis by testing whether preschool attenders benefit more than non-attenders from higher quality in their kindergarten classroom. They have produced mostly null findings but have commonly conceptualized the environment as instructional quality in kindergarten classrooms. We expand on this evidence base by testing for moderation of preschool impacts by instructional quality, along with the quality of two other key dimensions of kindergarten classrooms: the self-regulatory environment and the teacher-child relational environment. Moreover, we conduct this test using data on a diverse sample of students from low-income households who attended public preschool in Tulsa, OK, where preschool attendance has been associated with benefits that are sustained through elementary school. Findings suggest that associations between preschool attendance and first-grade outcomes are robust and mostly do not vary by subsequent kindergarten environments. Further tests of this hypothesis should examine variation in kindergarten environments between, rather than within, preschool evaluations. Researchers should also consider other reasons why some public pre-k programs produce more lasting impacts than others.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 56-68"},"PeriodicalIF":3.2,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143418557","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":"Fostering toddlers’ numeracy and mathematical language skills through a professional development intervention on interaction quality in toddler classrooms","authors":"Nadine Besser ,&nbsp;Anja Linberg ,&nbsp;Dorothea Dornheim ,&nbsp;Sabine Weinert ,&nbsp;Hans-Günther Roßbach ,&nbsp;Simone Lehrl","doi":"10.1016/j.ecresq.2025.02.004","DOIUrl":"10.1016/j.ecresq.2025.02.004","url":null,"abstract":"<div><div>The first years of life are crucial for children's concurrent and subsequent development in various domains. Given the recognized importance of high-quality adult-child interactions for promoting young children's development during this vulnerable phase, supporting such interactions is essential. This study examines the impact of a 9-week domain-specific mathematical interaction training for early childhood education and care (ECEC) teachers on children's development of numeracy skills and mathematical language from age two to four years (N = 408 children). Specifically, it investigates whether the children in groups with teachers trained math-specific, would achieve better outcomes on numeracy skills and mathematical language than a control group who followed their usual program, and, to test for the math-specific effect, to a control-intervention group who received a general interaction training. Moreover, effects on math outcomes were contrasted to general language outcomes to cross-check the training's specific impact. Results showed significant improvements in numeracy skills, in mathematical and general language over time. The math-specific intervention had particularly strong and lasting effects on numeracy and mathematical language, while the general intervention specifically improved general language compared to the control group. The two intervention groups differed significantly in their math and language skills at posttest, but these differences were reduced at follow-up testing. These findings underscore the effectiveness of targeted professional development (PD) training in fostering children's early numeracy skills and mathematical language. By systematically varying intervention content and controlling for environmental factors, this study provides valuable insights into the benefits of math-specific training for ECEC teachers.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 44-55"},"PeriodicalIF":3.2,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143394335","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}