Early Childhood Research Quarterly最新文献_第2页

Mission FEEL! A novel emotion understanding intervention for preschoolers: A proof-of-concept study 使命 FEEL！针对学龄前儿童的新型情绪理解干预：概念验证研究

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-10-28 DOI: 10.1016/j.ecresq.2024.10.002

Sarah V. Alfonso , Lauren A. Ortega , M. Isabel Fernández

{"title":"Mission FEEL! A novel emotion understanding intervention for preschoolers: A proof-of-concept study","authors":"Sarah V. Alfonso , Lauren A. Ortega , M. Isabel Fernández","doi":"10.1016/j.ecresq.2024.10.002","DOIUrl":"10.1016/j.ecresq.2024.10.002","url":null,"abstract":"<div><div>Emotion understanding is an important competency that children begin to develop during the first years of life and serves as an essential building block for lifelong learning. Emotion understanding is linked to developmental outcomes including academic, cognitive, and social-emotional skills. Not surprisingly, efficacious interventions to promote children's social emotional skills have been developed. Scale-up of these interventions is challenging because they are time and resource intensive. Brief, fully automated interventions are promising alternatives to overcome implementation barriers. <em>Mission FEEL!</em> is a two-session, fully automated intervention grounded in cognitive-behavioral theory aimed at promoting emotion understanding among preschoolers. This proof-of-concept study examined the acceptability and feasibility of <em>Mission FEEL!</em>. We recruited 52 preschool children and their parents/guardians across Florida. Participants completed four virtual study visits: a baseline emotion understanding assessment, two intervention sessions, and a one-month follow-up emotion understanding assessment. We established a priori benchmarks to determine feasibility, acceptability, and clinical meaningfulness. The results indicated that <em>Mission FEEL!</em> is both feasible and acceptable. All outcomes, except two that were in the acceptable range, met the benchmarks for good or excellent. The clinical meaningfulness of the intervention was supported by parental perceptions of the program's influence on emotion-related parent-child interactions, perceived value of the program in children's daily lives, and observed difference in emotion understanding scores between baseline and follow-up. The ease of scale-up, low cost, and potential practical implications also contributed to the clinical meaningfulness. Findings from this proof-of-concept study suggest that <em>Mission FEEL!</em> merits advancing to the next phase of intervention development testing.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 254-263"},"PeriodicalIF":3.2,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528246","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

Participation in the Missouri Parents as Teachers Parent Education Program and third grade math and English language arts proficiency 参加密苏里州 "家长即教师 "家长教育计划的情况以及三年级数学和英语语言艺术水平

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-10-25 DOI: 10.1016/j.ecresq.2024.10.005

Wayne A. Mayfield, Manda Tiwari, Elizabeth M. Knight, Jo Anne S. Ralston, Ryanne DeSpain, Sara Gable

{"title":"Participation in the Missouri Parents as Teachers Parent Education Program and third grade math and English language arts proficiency","authors":"Wayne A. Mayfield, Manda Tiwari, Elizabeth M. Knight, Jo Anne S. Ralston, Ryanne DeSpain, Sara Gable","doi":"10.1016/j.ecresq.2024.10.005","DOIUrl":"10.1016/j.ecresq.2024.10.005","url":null,"abstract":"<div><div>The Missouri Parents as Teachers (PAT) Parent Education Program is a voluntary and universal home visiting program available to all Missouri families who are expecting a child or who have a child ages birth to kindergarten entry. Families participating in the Missouri PAT Parent Education Program receive a variety of family support services, including family personal visits with trained parent educators to develop parent practices and child school readiness. Research indicates that home visiting components of parent education programs support child academic outcomes. However, studies have not extensively examined how variation in participation, including the developmental period of exposure—the child's age upon entry and duration of participation—and number and frequency of home/family visits, is associated with child outcomes. In this study, we used linear probability regression to examine associations between variation in participation in the Missouri PAT Parent Education Program and child third grade proficiency in math and English language arts (ELA) <em>(n</em> = 9777), while controlling for relevant child, parent, family, and school-level factors<em>.</em> We also tested the potential moderating role of family low-income status at enrollment into the program. We found that the number of family personal visits was positively associated with third-grade math and ELA proficiency, whereas no significant findings emerged for developmental period of program exposure. Our findings indicate that increased exposure to the Missouri PAT Parent Education Program was positively associated with third-grade academic achievement for all children, including those from low-income families.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 234-242"},"PeriodicalIF":3.2,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528244","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

“Tell me what I'm doing wrong”: Criticism of parenting choices and mental health during COVID-19 "告诉我我做错了什么"：COVID-19期间对父母选择的批评与心理健康

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-10-25 DOI: 10.1016/j.ecresq.2024.10.008

Kaitlin P. Ward, Olivia D. Chang, Shawna J. Lee

{"title":"“Tell me what I'm doing wrong”: Criticism of parenting choices and mental health during COVID-19","authors":"Kaitlin P. Ward, Olivia D. Chang, Shawna J. Lee","doi":"10.1016/j.ecresq.2024.10.008","DOIUrl":"10.1016/j.ecresq.2024.10.008","url":null,"abstract":"<div><div>During the COVID-19 pandemic, parents struggled with high levels of economic insecurity and mental health difficulties. Social cognitive theory suggests that receiving criticism from others contributes to psychological distress. This mixed-methods study explored longitudinal associations between receiving criticism about parenting choices and parental anxiety, depression, and financial worries during COVID-19. Survey data were collected at two time points in April 2020 from a national U.S. sample of 359 parents (70 % White, 67 % female, average age 34 years). Quantitative analyses were conducted using logistic and linear regression, and qualitative responses were coded to elucidate topics of criticism. Criticism at T1 was associated with increased parental anxiety, depression, and financial worries at T2 after controlling for these outcomes at T1. Content coding revealed parents were criticized for lenient parenting styles (20.63 %) or for being too strict with COVID-19 precautions (18.13 %). Being criticized about parenting choices may exacerbate mental health problems. Parents may benefit from receiving positive feedback about their parenting methods, either through social media or from family members.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 243-253"},"PeriodicalIF":3.2,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528245","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

Payment rates and the stability of subsidized child care: Evidence from Minnesota's child care assistance program 支付率和补贴托儿所的稳定性：来自明尼苏达州儿童保育援助计划的证据

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-10-23 DOI: 10.1016/j.ecresq.2024.10.007

Jonathan Borowsky, Elizabeth E. Davis

{"title":"Payment rates and the stability of subsidized child care: Evidence from Minnesota's child care assistance program","authors":"Jonathan Borowsky, Elizabeth E. Davis","doi":"10.1016/j.ecresq.2024.10.007","DOIUrl":"10.1016/j.ecresq.2024.10.007","url":null,"abstract":"<div><div>Participation instability has been recognized as a major challenge in state child care subsidy programs and may undermine the benefits of these programs to the children and families they are intended to support. Payment rates – the maximum amounts that state subsidy programs will pay for child care in a given period – directly determine which providers are affordable to subsidized consumers and what schedules of care they can afford. Payment rates also affect the resources available to providers and their incentive to accept subsidies. This study examines the effect of payment rate increases on the stability of participation in child care subsidies and the stability of subsidized care arrangements. We study the impact of a major update to payment rates for the Minnesota Child Care Assistance Program, using monthly child- and provider-level administrative data and a quasi-experimental design. We implement a regression discontinuity design built on the state's method of setting county rates. We find strong evidence that higher subsidy payment rates lead to more stable subsidy participation and care arrangements. Thus, state-determined payment rates are a critical policy lever that affects access to care.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 222-233"},"PeriodicalIF":3.2,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528243","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 gestures bridge meaning: Unpacking teacher gesture in storybook read alouds to support vocabulary 教师手势是意义的桥梁：解读教师在故事书朗读中的手势，为词汇提供支持

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-10-22 DOI: 10.1016/j.ecresq.2024.10.006

Sabina Neugebauer , Lia Sandilos , Emmaline Ellis , Maria A. Walls

{"title":"Teacher gestures bridge meaning: Unpacking teacher gesture in storybook read alouds to support vocabulary","authors":"Sabina Neugebauer , Lia Sandilos , Emmaline Ellis , Maria A. Walls","doi":"10.1016/j.ecresq.2024.10.006","DOIUrl":"10.1016/j.ecresq.2024.10.006","url":null,"abstract":"<div><div>Teacher gesturing is an effective strategy for promoting vocabulary learning during book reading in early childhood settings. While studies find significant variation in teachers’ use of gesture, existing studies have not explored within-teacher and across-book differences in gesturing, reducing the ability to better understand how teachers and books drive gesturing to support language learning. To address this gap, this study investigated the gestures of nine teachers across 108 observations of the same 12 books to understand factors that explain teachers’ frequency of gesturing and the ways in which teachers gesture. Using mixed methods, we estimated multilevel models and descriptive statisics to examine whether books and teacher characteristics explained teachers’ frequency of engaging in representational and iconic gestures and employed multimodal content analysis and a grounded theory approach to better understand how and why certain books elicit more of these gestures across teachers. Study findings show greater within teacher variability in frequency of gesturing as a function of book, a positive association between teacher expertise and frequency of representational gesturing, and that teachers gestured to create emotive, conceptual, and animation bridges to connect the text and illustration to support student understanding of the language in picture books. Results showed that the content of the text also explained teacher gesturing, and thus that gesturing is not solely a teacher trait, but also reflects qualities of the text. Gesture research and practice should continue to consider text selection as critical to promoting this pedagogical strategy.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 211-221"},"PeriodicalIF":3.2,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528242","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

Early cognitive predictors of language, literacy, and mathematics outcomes in the primary grades 小学阶段语言、识字和数学成果的早期认知预测因素

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-10-19 DOI: 10.1016/j.ecresq.2024.10.004

Theresa Pham , Marc F. Joanisse , Daniel Ansari , Janis Oram , Christine Stager , Lisa M.D. Archibald

引用次数: 0

When bigger looks better: CLASS results in public Montessori preschool classrooms 越大越好公立蒙特梭利学前班的 CLASS 结果

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-10-19 DOI: 10.1016/j.ecresq.2024.10.003

Angeline S. Lillard , Lee LeBoeuf , Corey Borgman , Elena Martynova , Ann-Marie Faria , Karen Manship

{"title":"When bigger looks better: CLASS results in public Montessori preschool classrooms","authors":"Angeline S. Lillard , Lee LeBoeuf , Corey Borgman , Elena Martynova , Ann-Marie Faria , Karen Manship","doi":"10.1016/j.ecresq.2024.10.003","DOIUrl":"10.1016/j.ecresq.2024.10.003","url":null,"abstract":"<div><div>The CLASS-PreK instrument is widely used to evaluate early childhood classrooms, but how classrooms using Montessori, the world's most common alternative education system, fare on CLASS is understudied. Because CLASS focuses largely on teacher-child interactions as the situs of learning, but in Montessori theory, child-environment interactions are considered more primary, Montessori classrooms may score systematically lower than conventional classrooms on CLASS. CLASS also collects format, content, and demographic information that could illuminate how Montessori classrooms compare to other classrooms. Here we used data from the first national study of public Montessori preschool to examine CLASS data in Montessori preschool classrooms as compared to a lottery-control-selected set of business-as-usual ones. Montessori classrooms (<em>n</em> = 54) had 50% more children on average, and significantly higher child:adult ratios (roughly 9 vs. 6) than a set of intentionally stratified control classrooms (<em>n</em> = 19 of 128), and CLASS scores did not differ across classroom types. Children in Montessori classrooms were observed in whole group activities during fewer cycles and in freely chosen activities during more cycles; also children were observed engaging with math content during more cycles in Montessori than in control classrooms. Counterintuitively, but consistent with Montessori theory, Montessori classrooms with larger class sizes (up to 26) had <em>higher</em> Emotional Support and Classroom Organization domain scores, and those with higher child:adult ratios (up to 13:1) trended towards <em>higher</em> Instructional Support domain scores.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 199-210"},"PeriodicalIF":3.2,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528240","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

Context matters: The importance of investigating random effects in hierarchical models for early childhood education researchers 背景很重要：调查分层模型中的随机效应对幼儿教育研究人员的重要性

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-10-17 DOI: 10.1016/j.ecresq.2024.09.007

Clarissa M. Corkins , Amanda W. Harrist , Isaac J. Washburn , Laura Hubbs-Tait , Glade L. Topham , Taren Swindle

{"title":"Context matters: The importance of investigating random effects in hierarchical models for early childhood education researchers","authors":"Clarissa M. Corkins , Amanda W. Harrist , Isaac J. Washburn , Laura Hubbs-Tait , Glade L. Topham , Taren Swindle","doi":"10.1016/j.ecresq.2024.09.007","DOIUrl":"10.1016/j.ecresq.2024.09.007","url":null,"abstract":"<div><div>This paper highlights the importance of examining individual, classroom, and school-level variables simultaneously in early childhood education research. While it is well known that Hierarchical Linear Modeling (HLM) in school-based studies can be used to account for the clustering of students within classrooms or schools, less known is that HLM can use random effects to investigate how higher-level factors (e.g., effects that vary by school) moderate associations between lower-level factors. This possible moderation can be detected even if higher-level data are not collected. Despite this important use of HLM, a clear resource explaining how to test this type of effect is not available for early childhood researchers. This paper demonstrates this use of HLM by presenting three analytic examples using empirical early childhood education data. First, we review school-level effects literature and HLM concepts to provide the rationale for testing cross-level moderation effects in education research; next we do a short review of literature on the variables that will be used in our three examples (viz., teacher beliefs and student socioemotional behavior); next we describe the dataset that will be analyzed; and finally we guide the reader step-by-step through analyses that show the presence and absence of fixed effects of teacher beliefs on student social outcomes and the erroneous conclusions that can occur if school-level moderation (i.e., random effects) tests are excluded from analyses. This paper provides evidence for the importance of testing for how teachers and students impact each other as a function of school differences, shows how this can be accomplished, and highlights the need to examine random effects of clustering in educational models to ensure the full context is accounted for when predicting student outcomes.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 178-186"},"PeriodicalIF":3.2,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142445353","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

You Do You[Tube]!The multifaceted roles of online video viewing in the lives of U.S. children You Do You[Tube]！在线视频观看在美国儿童生活中的多重作用

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-10-11 DOI: 10.1016/j.ecresq.2024.10.001

J. Alex Bonus , Rebecca A. Dore , Brenna Hassinger-Das , Julia M. Wilson , Elena O'Hara , C. Joseph Francemone

{"title":"You Do You[Tube]!The multifaceted roles of online video viewing in the lives of U.S. children","authors":"J. Alex Bonus , Rebecca A. Dore , Brenna Hassinger-Das , Julia M. Wilson , Elena O'Hara , C. Joseph Francemone","doi":"10.1016/j.ecresq.2024.10.001","DOIUrl":"10.1016/j.ecresq.2024.10.001","url":null,"abstract":"<div><div>Guided by uses and gratifications theory, the current project invited parents (<em>N</em> = 358) to submit YouTube videos (<em>N</em> = 973) recently viewed by their children aged 0 to 8. Parents rated each video for its perceived impact on their child, while coders evaluated each video for its content. Results indicated that in-depth educational lessons were rare in these videos, and potentially harmful depictions were common (e.g., physical aggression). Despite these issues, parents reported that these videos often evoked children's joy, fostered social bonding, and allowed children to explore niche interests. Some patterns varied by age, such that older (vs. younger) children viewed fewer educational videos, and they experienced fewer emotional gratifications from viewing. However, older children also viewed more videos with peers, and parents reported that those experiences facilitated peer bonding. Collectively, these findings replicate some concerning patterns found in previous research while also hinting at positive aspects of YouTube exposure that are neglected in discourse about children's experiences online.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 167-177"},"PeriodicalIF":3.2,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142419996","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

The gender gap in early language development among children from peri-urban China 中国城郊儿童早期语言发展的性别差距

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-10-09 DOI: 10.1016/j.ecresq.2024.09.008

Yue Ma , Xiyuan Jia , Lucy Pappas , Yian Guo , Tianli Feng , Jieyuan Feng , Scott Rozelle

引用次数: 0