Early Childhood Research Quarterly最新文献_第2页

Best practices for designing and reporting caregiver training in early childhood mathematics interventions

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub 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":"2025-02-16","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}

引用次数: 0

Can the sustaining environments hypothesis be sustained? Testing moderation of sustained public preschool benefits by kindergarten classroom quality

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-02-15 DOI: 10.1016/j.ecresq.2025.02.001

Anna D. Johnson , Anna M. Wright , Anne Martin , April Dericks , The Tulsa SEED Study Team

{"title":"Can the sustaining environments hypothesis be sustained? Testing moderation of sustained public preschool benefits by kindergarten classroom quality","authors":"Anna D. Johnson , Anna M. Wright , Anne Martin , April Dericks , 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}

引用次数: 0

Fostering toddlers’ numeracy and mathematical language skills through a professional development intervention on interaction quality in toddler classrooms

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-02-13 DOI: 10.1016/j.ecresq.2025.02.004

Nadine Besser , Anja Linberg , Dorothea Dornheim , Sabine Weinert , Hans-Günther Roßbach , Simone Lehrl

{"title":"Fostering toddlers’ numeracy and mathematical language skills through a professional development intervention on interaction quality in toddler classrooms","authors":"Nadine Besser , Anja Linberg , Dorothea Dornheim , Sabine Weinert , Hans-Günther Roßbach , 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}

引用次数: 0

Parental input as a mediating pathway for gender differences in early academic skills

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-02-10 DOI: 10.1016/j.ecresq.2025.02.002

Marina Vasilyeva, Catalina Rey-Guerra, Linxi Lu, Eric Dearing

{"title":"Parental input as a mediating pathway for gender differences in early academic skills","authors":"Marina Vasilyeva, Catalina Rey-Guerra, Linxi Lu, Eric Dearing","doi":"10.1016/j.ecresq.2025.02.002","DOIUrl":"10.1016/j.ecresq.2025.02.002","url":null,"abstract":"<div><div>The persistent gendered pattern in academic achievement, whereby girls outperform boys in language while boys excel in mathematics, is evident as early as primary school. The literature highlights parental input as a key predictor of child development, yet less is known about its role in the context of gender differences in early academic skills. The present study investigated variability in parental input as a function of child gender. Using longitudinal academic scores from a large sample of Russian first-graders (N = 1240, 49.5 % female), as well as their parents' reports on math and language home activities, this study examined parental input as a potential mediator of gender differences in children's language and math skills. Results confirmed the gendered pattern in children's academic skills and revealed that parents were more frequently involved in literacy activities with girls, while the opposite trend was observed for math activities with boys. Additionally, changes in gender differences in children's language and math skills over the period of the study were mediated by language and math parental input, respectively. The discussion explores the implications of these findings for understanding the nature of gender differences and considers potential approaches to addressing these disparities.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 35-43"},"PeriodicalIF":3.2,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143377036","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

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub 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":"2025-02-01","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

Using the child opportunity index to examine equity in access to a state-funded prekindergarten program

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-01-27 DOI: 10.1016/j.ecresq.2024.12.002

Jamie H. Wu , Hope O. Akaeze , Robert W. Ressler , Steven R. Miller

引用次数: 0

Exploring differential impacts of a parent intervention on reading and toy play across ethnic and linguistic groups

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-01-25 DOI: 10.1016/j.ecresq.2025.01.006

Sarah Surrain, Susan H. Landry, Tricia A. Zucker, Yoonkyung Oh

{"title":"Exploring differential impacts of a parent intervention on reading and toy play across ethnic and linguistic groups","authors":"Sarah Surrain, Susan H. Landry, Tricia A. Zucker, Yoonkyung Oh","doi":"10.1016/j.ecresq.2025.01.006","DOIUrl":"10.1016/j.ecresq.2025.01.006","url":null,"abstract":"<div><div>The ways that parents respond to their children's initiations and guide their learning are associated with subsequent language development. Responsive parenting interventions have shown positive impacts on parent behaviors and child outcomes. However, less is known about how intervention effects vary for families from different linguistic and ethnic backgrounds. This secondary analysis of a randomized controlled trial of Play and Learning Strategies examines the effect of the intervention for three subgroups: Spanish-dominant Latine families (<em>n</em> = 142), English-dominant Latine families (<em>n</em> = 112), and non-Latine families (<em>n</em> = 137). Parents of preschool-aged children (<em>M</em> age = 52.8 months) were randomized to the intervention or a control condition and observed interacting with their child in two settings – book reading and toy play – before and after the intervention period. Spanish-dominant Latine parents received the intervention in Spanish, while the other two groups received it in English. There were significant main effects of the intervention on parent and child behaviors during book reading for all three subgroups. In contrast, intervention effects varied by subgroup for parent and child behaviors observed during toy play. The Spanish-dominant Latine parents showed larger gains in parent and child outcomes when observed in the toy play setting, compared to the other two subgroups. These differential effects were not explained by the number of completed sessions, coach-rated engagement, or family composition. Our results highlight the importance of observing multiple contexts in research with families from minoritized backgrounds and considering linguistic and cultural differences and strengths in parent interventions.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 13-24"},"PeriodicalIF":3.2,"publicationDate":"2025-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143035190","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

IF 3.2 1区教育学

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

Margaret Burchinal , Deborah Lowe Vandell

引用次数: 0

Longitudinal study on early literacy and subsequent performance in Turkish low-SES children

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-01-23 DOI: 10.1016/j.ecresq.2025.01.002

Fatma Elif Ergin, Hatice Merve İmir, K. Büşra Kaynak-Ekici, Nursel Bektaş, Şerife Çamurcu, Rüveyda Kurnaz, Burçin Aysu

{"title":"Longitudinal study on early literacy and subsequent performance in Turkish low-SES children","authors":"Fatma Elif Ergin, Hatice Merve İmir, K. Büşra Kaynak-Ekici, Nursel Bektaş, Şerife Çamurcu, Rüveyda Kurnaz, Burçin Aysu","doi":"10.1016/j.ecresq.2025.01.002","DOIUrl":"10.1016/j.ecresq.2025.01.002","url":null,"abstract":"<div><div>This longitudinal study examines the predictive role of early literacy on subsequent literacy outcomes in Turkish-speaking children from low socioeconomic backgrounds. Following 292 children from preschool to first grade, it highlights early literacy proficiency as a strong predictor of later reading ability. Regarding writing skills, phonological awareness, expressive language, listening comprehension, and letter recognition are crucial indicators, with variations across measures. The study underscores the importance of these factors while noting non-significant correlations between letter knowledge and reading. It reveals deficiencies in letter knowledge among low-socioeconomic status (SES) preschoolers, attributed to limitations in the national preschool program and potential disparities in life experiences. This research advances understanding of literacy development in low SES contexts, advocating for a reevaluation of national preschool education program and emphasizing the need for ongoing support and research in impoverished communities to improve literacy outcomes.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 174-182"},"PeriodicalIF":3.2,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143035191","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

Challenges in the transition to kindergarten and children's well-being through elementary school: Do school transition supports matter?

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-01-22 DOI: 10.1016/j.ecresq.2025.01.001

Briana A. López, Aprile D. Benner

{"title":"Challenges in the transition to kindergarten and children's well-being through elementary school: Do school transition supports matter?","authors":"Briana A. López, Aprile D. Benner","doi":"10.1016/j.ecresq.2025.01.001","DOIUrl":"10.1016/j.ecresq.2025.01.001","url":null,"abstract":"<div><div>This study examined how transition supports (i.e., school or classroom activities intended to support children and families during the transition to kindergarten) cluster within schools and how schools’ use of transition supports are consequential for children's transition challenges (i.e., psychological adjustment during the transition to kindergarten) and academic and socioemotional well-being across elementary school. Using data from the Early Childhood Longitudinal Study-Kindergarten 2011 Cohort (ECLS-K:2011; <em>N</em> = 13,390), the current study illuminated the immediate and sustained association between transition challenges and children's academic and socioemotional outcomes. Mediation models demonstrated that children attending schools which offer high levels of basic transition supports experienced fewer transition challenges and in turn, experienced higher achievement, and better socioemotional well-being. Conversely, moderation models demonstrated that the links between transition challenges and children's outcomes did not vary based on schools’ constellations of transition supports. The results serve as valuable insights for guiding interventions during the transition to kindergarten.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 193-204"},"PeriodicalIF":3.2,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143035195","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