Early Childhood Research Quarterly最新文献_第3页

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

Correlations between coaching quality and teacher change in social-emotional teaching practices

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-01-20 DOI: 10.1016/j.ecresq.2025.01.003

Jessica K. Hardy , Jill Grifenhagen , Ragan H. McLeod , Katerina M. Marcoulides , Mary Louise Hemmeter

{"title":"Correlations between coaching quality and teacher change in social-emotional teaching practices","authors":"Jessica K. Hardy , Jill Grifenhagen , Ragan H. McLeod , Katerina M. Marcoulides , Mary Louise Hemmeter","doi":"10.1016/j.ecresq.2025.01.003","DOIUrl":"10.1016/j.ecresq.2025.01.003","url":null,"abstract":"<div><div>Coaching has become prevalent in early childhood educational settings and has been shown to support teachers’ use of evidence-based practices. However, coaching includes many practices, and it is not known which practices are necessary for affecting change. We developed a model of coaching quality, the Coaching Quality Framework, and a quantitative measure, the Coaching Quality Checklist (CQC). The model and measure were developed to operationalize quality as an aspect of implementation fidelity in coaching interventions. The CQC includes three subscales: Foundational, Supportive, and Change-Oriented. In this study, we used the CQC to code 168 coaching sessions from a randomized control trial of the Pyramid Model. Teacher outcomes were measured using the Teaching Pyramid Observation Tool (TPOT). We found that total CQC scores were significantly correlated with change in preschool teachers’ social-emotional teaching practices, as measured by their overall TPOT scores. The Change-Oriented subscale of the CQC was significantly correlated with growth in TPOT scores, while the other two CQC subscales were not. We also measured the extent to which fidelity to the coaching protocol was correlated with growth in TPOT scores and found it was significantly correlated with growth on two TPOT practices but not overall change in TPOT scores. However, CQC scores were significantly correlated with fidelity scores. We measured how CQC scores varied among coach-teacher dyads and found that 82 % of the variability was attributable to the coach rather than the teacher. The results of this study support the validity of the CQC, indicating it measures coaching behaviors important for supporting changes in social-emotional teaching practices.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 183-192"},"PeriodicalIF":3.2,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143035192","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

Testing block play as an effective mechanism for promoting early math, executive function, and spatial skills in preschoolers from low-income backgrounds 测试积木游戏作为一个有效的机制，促进早期数学，执行功能和空间技能的低收入背景的学龄前儿童

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-31 DOI: 10.1016/j.ecresq.2024.12.011

Sara A. Schmitt , David J. Purpura , Robert J. Duncan , Lindsey Bryant , Tracy M. Zehner , Brianna L. Devlin , Elyssa A. Geer , Tanya A. Paes

{"title":"Testing block play as an effective mechanism for promoting early math, executive function, and spatial skills in preschoolers from low-income backgrounds","authors":"Sara A. Schmitt , David J. Purpura , Robert J. Duncan , Lindsey Bryant , Tracy M. Zehner , Brianna L. Devlin , Elyssa A. Geer , Tanya A. Paes","doi":"10.1016/j.ecresq.2024.12.011","DOIUrl":"10.1016/j.ecresq.2024.12.011","url":null,"abstract":"<div><div>The aim of the present study was to evaluate the impacts of different types of block play (free play and semi-structured play) on children's math, executive function (EF), and spatial skills in a low-income sample. We hypothesized that children assigned to either of the block play conditions would demonstrate greater gains on math, EF, and spatial skills compared to children in a business-as-usual (BAU) condition. Further, we expected that children in the semi-structured condition would experience greater gains in math, EF, and spatial skills relative to children in the free play condition. Children from families with low incomes (<em>N</em> = 242; <em>M</em>age = 52.01) participated in a randomized controlled trial<strong>.</strong> Children completed twelve direct assessments of math, EF, and spatial skills at pre-test and post-test. Children were assigned to one of three conditions: free play (Free) with blocks, semi-structured block play (Semi), or business-as-usual (BAU) control. Intervention implementation occurred twice per week for 8 weeks. Preregistered analyses indicated that three intervention effects were statistically significant, two favoring the Free group over BAU: geometry skills (<em>b</em> = 0.37, <em>p</em> = .010) and behavioral regulation (<em>b</em> = 0.23, <em>p</em> = .017), and one favoring BAU over Free: math language (<em>b</em> = -0.18, <em>p</em> = .034). Despite only finding three significant effects, the overall pattern of results suggests positive effects of the block play interventions (i.e., effect sizes were positive for 10 of the 12 outcomes). Implications for practice and future research are discussed.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 163-173"},"PeriodicalIF":3.2,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142925274","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

Advancing research on equitable access to early care and education in the United States 推进在美国公平获得早期护理和教育的研究

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-30 DOI: 10.1016/j.ecresq.2024.12.009

Pamela Joshi , Tamara Halle , Yoonsook Ha , Julia R. Henly , Milagros Nores , Neda Senehi

引用次数: 0

Reducing childcare subsidy instability through eligibility period extensions: Equity impacts of 12-month recertification requirements 通过延长资格期减少儿童保育补贴的不稳定性：12个月重新认证要求对公平的影响

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-30 DOI: 10.1016/j.ecresq.2024.12.010

Youngjin Stephanie Hong , Julia R. Henly , David Alexander

{"title":"Reducing childcare subsidy instability through eligibility period extensions: Equity impacts of 12-month recertification requirements","authors":"Youngjin Stephanie Hong , Julia R. Henly , David Alexander","doi":"10.1016/j.ecresq.2024.12.010","DOIUrl":"10.1016/j.ecresq.2024.12.010","url":null,"abstract":"<div><div>The 2014 reauthorization of the Child Care Development Block Grant Act required that states and territories set their program eligibility period to be at least 12 months in length. This was designed to address premature program disruptions related to difficulties with the recertification process. Subsidy instability can undermine the multidimensional goal of providing equitable access to childcare. Using Illinois’ longitudinal administrative payment records, this study examines whether a shift from a 6-month to a 12-month eligibility period contributes to lengthened periods on subsidy and whether this effect had particular benefits for home-based providers, especially license-exempt family, friend, and neighbor (FFN) caregivers. We find that median subsidy spell lengths were longer during a 12-month than a 6-month eligibility period. Cox proportional hazards models that account for observable differences before and after the policy change indicate that the policy change is associated with a lower risk of leaving the subsidy program even after 12-months on the program. We also find equity benefits to the change: families who use FFN caregivers benefited most from the extended eligibility period. Our finding suggests that a longer eligibility period established by the 2014 reauthorization increased subsidy duration and helped promote equity in sustained access to subsidies, with potential implications for fostering equitable access to childcare, family economic security, and children's healthy development.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 151-162"},"PeriodicalIF":3.2,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142925279","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

Closer to home: A study of equity-focused pre-k access and enrollment policies in Chicago 离家更近：芝加哥以公平为重点的学前教育准入和入学政策研究

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-24 DOI: 10.1016/j.ecresq.2024.12.008

Maia C. Connors , Stacy B. Ehrlich Loewe , Amanda G. Stein , John Francis , Sarah Kabourek , John Q. Easton

{"title":"Closer to home: A study of equity-focused pre-k access and enrollment policies in Chicago","authors":"Maia C. Connors , Stacy B. Ehrlich Loewe , Amanda G. Stein , John Francis , Sarah Kabourek , John Q. Easton","doi":"10.1016/j.ecresq.2024.12.008","DOIUrl":"10.1016/j.ecresq.2024.12.008","url":null,"abstract":"<div><div>Ample research points to school-based, full-day pre-k as an important mechanism for supporting children's development and laying a foundation for academic success in elementary school. Yet the children who are most likely to benefit from these experiences have historically had the least access. In collaboration with Chicago policymakers, this study investigates whether and for whom patterns of early elementary school academic outcomes were associated with a set of policy changes that were intended to increase access to, and enrollment in, school-based full-day pre-k for “high-priority” student groups. Results suggest patterns of stronger second grade math scores, reading scores, and academic grades among students eligible to enroll in pre-k after the policy changes were implemented, compared to students eligible for pre-k in the pre-policy period. These associations were strongest within “high-priority” student groups, including Black students and those living in the lowest-income neighborhoods. Using a descriptive structural equation modeling approach to test the theory of action underlying this suite of policy changes, we found evidence that the primary policy components were successfully implemented such that high-priority student groups lived closer to full-day school-based pre-k options post-policy, which in turn was related to their increased enrollment in full-day school-based pre-k, higher kindergarten entry skills, and ultimately better second grade academic outcomes.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 135-144"},"PeriodicalIF":3.2,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142889255","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

Examining duration of family enrollment in subsidized child care after policy change: Disaggregated outcomes for diverse populations in New Mexico 政策改变后家庭参加补贴儿童保育的持续时间：新墨西哥州不同人群的分类结果

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-22 DOI: 10.1016/j.ecresq.2024.12.007

Andrew L. Breidenbach, Hailey Heinz

{"title":"Examining duration of family enrollment in subsidized child care after policy change: Disaggregated outcomes for diverse populations in New Mexico","authors":"Andrew L. Breidenbach, Hailey Heinz","doi":"10.1016/j.ecresq.2024.12.007","DOIUrl":"10.1016/j.ecresq.2024.12.007","url":null,"abstract":"<div><div>Child care subsidies are most beneficial when families receive them for a sustained period, facilitating affordable access to care. As a plurality-Hispanic border state with substantial tribal populations, New Mexico contributes unique insights into how the nationwide move to 12-month recertification periods for child care subsidies affected family enrollment duration for these populations. We hypothesized that for our sample, average care duration would increase modestly for families after full implementation of 12-month recertification, but that these increases would be uneven across subgroups by race/ethnicity, income, and whether they are working or in school. Using 42 months of administrative data (January 2015-June 2018), we used survival time regression modeling to examine whether families enrolled after the 12-month policy implementation had longer durations in subsidized care, controlling for confounding family-level and contextual factors. Results show that families who entered subsidized care after New Mexico’s 12-month recertification policy went into effect were on average more likely to reach longer enrollment spells. Median subsidized spell length increased by 83 %, from 6 months prior to policy implementation up to 11 months afterwards. Sub-group analyses revealed that enrollment duration increased across groups, but Native Americans gained significantly less from the policy. Enrollment spells for student parents improved but remained markedly shorter than those of employed parents. Although the policy extended families’ usage of the subsidy system in the aggregate, further research is needed to better contextualize and understand the complex factors that may differentially affect families’ ability to remain enrolled in the program.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 123-134"},"PeriodicalIF":3.2,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142874172","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

Maternal and paternal parenting stress: Direct and interactive associations with child externalizing and internalizing behavior problems 母亲和父亲的养育压力：与儿童外化和内化行为问题的直接和互动关系

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-18 DOI: 10.1016/j.ecresq.2024.12.006

Rose Lapolice Thériault, Annie Bernier, Audrey-Ann Deneault

{"title":"Maternal and paternal parenting stress: Direct and interactive associations with child externalizing and internalizing behavior problems","authors":"Rose Lapolice Thériault, Annie Bernier, Audrey-Ann Deneault","doi":"10.1016/j.ecresq.2024.12.006","DOIUrl":"10.1016/j.ecresq.2024.12.006","url":null,"abstract":"<div><div>This study examined the direct and interactive effects of mothers’ and fathers’ parenting stress in the prediction of child externalizing and internalizing behavior problems. Mothers and fathers (predominantly White and generally college-educated) of 157 children reported on their respective parenting stress when children were 18 months old. Both parents also reported on child behavior problems when children were 4 years old. Parent-reported infant temperamental difficultness at 15 months of age as well as child sex and family socioeconomic status were controlled for in the models. Path analyses suggested that both paternal and maternal parenting stress uniquely predicted child externalizing behaviors. A significant interaction between both parents’ parenting stress was also found, such that higher paternal parenting stress predicted more child externalizing behaviors at low and average levels of maternal stress, but not at high levels. Only maternal stress predicted higher levels of internalizing problems. The results of this longitudinal study suggest that paternal parenting stress may be of salient importance in the development of child externalizing behavior problems.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 114-122"},"PeriodicalIF":3.2,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142874086","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