Early Childhood Research Quarterly最新文献_第3页

The pathway to advanced mathematical understanding: The contribution of general and mathematical language and the home environment 通往高级数学理解的途径：通用语言和数学语言与家庭环境的贡献

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-08-05 DOI: 10.1016/j.ecresq.2025.07.009

Karen De Keersmaeker , Patrick Onghena , Kris Van den Branden , Wim Van Dooren

{"title":"The pathway to advanced mathematical understanding: The contribution of general and mathematical language and the home environment","authors":"Karen De Keersmaeker , Patrick Onghena , Kris Van den Branden , Wim Van Dooren","doi":"10.1016/j.ecresq.2025.07.009","DOIUrl":"10.1016/j.ecresq.2025.07.009","url":null,"abstract":"<div><div>Already in the early grades of primary school children develop notions of advanced mathematical concepts such as patterning, proportional reasoning, and probabilistic reasoning. However, there are large differences among children. We examined to which extent these differences could be explained by children’s general language abilities, mathematical language abilities, and their home environment (i.e., maternal education level and home language). Data were collected in 717 first, second, and third graders who all engaged in a general language task, an advanced mathematical language task (addressing the mathematical language present in the domains of patterning, proportionality, and probability), and an advanced mathematical abilities task (addressing their reasoning in these domains). Path analysis revealed that both general language and advanced mathematical language abilities contributed to children’s advanced mathematical abilities, although advanced mathematical language abilities were more impactful than general language abilities. Children’s advanced mathematical language abilities partly mediated the relationship between general language abilities and advanced mathematical abilities. Advanced mathematical language abilities were in turn influenced by maternal education level and general language abilities. More precisely, children with more highly educated mothers and children with better general language abilities tend to have a better understanding of advanced mathematical language. Children who only spoke the instructional language at home did not perform better on the advanced mathematical language task than children with a different home language.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 191-204"},"PeriodicalIF":3.1,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144772199","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

A pilot study of the impact and implementation of an anti-racism program for preschoolers 一项针对学龄前儿童反种族主义方案的影响和实施的试点研究

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-08-02 DOI: 10.1016/j.ecresq.2025.07.008

Huriya Jabbar , Jessica R. Toste , Kathrynn Pounders , Beth Feuer

{"title":"A pilot study of the impact and implementation of an anti-racism program for preschoolers","authors":"Huriya Jabbar , Jessica R. Toste , Kathrynn Pounders , Beth Feuer","doi":"10.1016/j.ecresq.2025.07.008","DOIUrl":"10.1016/j.ecresq.2025.07.008","url":null,"abstract":"<div><div>This study aimed to develop and test a novel anti-racism program for White preschool-aged children: the GoKAR! (Kids Against Racism) Program. While there is an extensive literature focused on the presence and development of children’s racial attitudes, few studies have focused on explicit anti-racism programs for 4- and 5-year-olds. To address this gap, 114 child-caregiver dyads from across the United States were randomly assigned to either treatment (GoKAR! Program) or waitlist-control conditions. Caregivers implemented the GoKAR! Program at home over four weeks. This proof-of-concept pilot study evaluated the impact and implementation of the program. Results indicated no significant difference in racial bias among program participants; however, children in the treatment condition exhibited greater understanding of key terms and concepts about racism at posttest, compared to those in the control condition. Family context variables did not significantly predict baseline racial bias, but having a Black person in the family’s social network was found to be a significant predictor of change in racial bias for children participating in the program. Overall, families reported high levels of engagement and satisfaction with the GoKAR! Program. Further research is needed to explore the long-term impacts and potential modifications to increase the program’s effectiveness in targeting racial attitudes.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 180-190"},"PeriodicalIF":3.1,"publicationDate":"2025-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144763633","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

Measuring executive functions in context: Self-regulating behavior in the kindergarten classroom 情境中的执行功能测量：幼儿园课堂自我调节行为

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-08-01 DOI: 10.1016/j.ecresq.2025.07.006

Jacqueline Maloney PhD , Eva Oberle PhD , Barbara Weber PhD , Kimberly A. Schonert-Reichl PhD

{"title":"Measuring executive functions in context: Self-regulating behavior in the kindergarten classroom","authors":"Jacqueline Maloney PhD , Eva Oberle PhD , Barbara Weber PhD , Kimberly A. Schonert-Reichl PhD","doi":"10.1016/j.ecresq.2025.07.006","DOIUrl":"10.1016/j.ecresq.2025.07.006","url":null,"abstract":"<div><div>We examined the utility of two commonly employed measures of executive functions (EFs) to aid early childhood educational researchers in their choice of EF measures and interpretation of results: The Head, Toes, Knees, Shoulders Extended Task (HTKS-E) and the Brief Inventory of Executive Functions – Preschool Version (BRIEF-P). To do so, we examined convergent validity of the two measures, differences in age and gender, and relations to other important classroom variables, such as social and emotional competencies and quality of relationships between kindergarteners and their teachers. We also investigated between-group differences in classroom behaviors and relationships of children who met the clinical cutoff on the BRIEF-P screener of EF dysfunction and those who did not. Both measures of EFs were significantly related to social and emotional competencies and teacher-student relationship quality. We found evidence that EFs are differentiated in kindergarten children and that individual dimensions of EFs are related to different aspects of student classroom behaviors and experiences. Boys were more likely to meet the clinical cutoff on the BRIEF-P; students in this group demonstrated significantly lower scores on the HTKS-E, lower social and emotional competencies, and less closeness with teachers. They also experienced significantly greater aggressive and dysregulated behavior in the classroom and more conflict with teachers. Whereas the HTKS-E was better able to differentiate among children with higher EF proficiency, the BRIEF-P was better able to identify children who may need extra support in the classroom.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 170-179"},"PeriodicalIF":3.1,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144750792","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 health and vulnerability among young children in Pakistan: Findings from a large-scale early childhood development assessment in Karachi 巴基斯坦幼儿的发育健康和脆弱性：卡拉奇大规模幼儿发展评估的结果

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-07-28 DOI: 10.1016/j.ecresq.2025.07.005

Salima Kerai , Seema Lasi , Maram Alkawaja , Ghazala Rafique , Salman Kirmani , Eva Oberle

{"title":"Developmental health and vulnerability among young children in Pakistan: Findings from a large-scale early childhood development assessment in Karachi","authors":"Salima Kerai , Seema Lasi , Maram Alkawaja , Ghazala Rafique , Salman Kirmani , Eva Oberle","doi":"10.1016/j.ecresq.2025.07.005","DOIUrl":"10.1016/j.ecresq.2025.07.005","url":null,"abstract":"<div><div>Assessing and supporting early childhood development is a global priority—however, our understanding of the developmental health of young children from Lower and Middle-Income Countries (LMICs), including Pakistan remains limited. Using an Urdu translation of the Early Years Development Instrument (EDI), this study assessed the developmental health and vulnerability of 9,372 kindergarten-aged children (<em>Mean</em> age = 6.2; <em>SD</em> = 1.1; 53.9 % female) in 397 schools in Karachi, Pakistan. We also examined differences in vulnerability in physical, social-emotional and cognitive domains based on the children’s gender, family income, and ethnic background. Results from logistic regression analyses revealed that 10 % of children were vulnerable in each developmental domain, and 28 % were vulnerable in one or more domains. Boys, children from low-income families, and children with ethnic minority backgrounds were more likely to be vulnerable in any of the domains. The findings highlight that children in our study who experienced social disadvantages were more likely to be developmentally vulnerable, which may negatively impact their further development and success in school. Our findings underscore the need for universal and targeted interventions to reduce childhood vulnerability in Pakistan. This includes supporting at-risk subgroups of children and promoting equity from an early stage in life.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 158-169"},"PeriodicalIF":3.2,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144714584","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

Effects of a peer-mediated intervention on the language and socialization experiences and skills of preschool children 同伴中介干预对学龄前儿童语言和社会化经验及技能的影响

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-07-25 DOI: 10.1016/j.ecresq.2025.07.002

Laura M. Justice, G. Logan Pelfrey, Tiffany J. Foster, Matthew Brock, Hui Jiang

{"title":"Effects of a peer-mediated intervention on the language and socialization experiences and skills of preschool children","authors":"Laura M. Justice, G. Logan Pelfrey, Tiffany J. Foster, Matthew Brock, Hui Jiang","doi":"10.1016/j.ecresq.2025.07.002","DOIUrl":"10.1016/j.ecresq.2025.07.002","url":null,"abstract":"<div><div>Isolation from the peer social network can contribute to numerous adversities for children over time. The Promoting Early Engagement, Relationships, and Socialization (PEERS) peer-mediated intervention was designed to address the specific needs of preschool-aged children who are experiencing social isolation in their classroom and who also exhibit relatively less-developed pragmatic language skills than their peers. The aims of the present study were twofold: (1) to assess the impacts of PEERS on socially isolated children’s interactions with their peers, position within the classroom social network, and social and language skills; and (2) to examine social network, social skills, and language outcomes for children who assisted teachers in implementing PEERS, whom we refer to as “buddies.” Participants included 75 preschool-aged children (25 isolates/50 buddies) in 25 classrooms randomized to treatment (<em>n</em> = 12) or business-as-usual control (<em>n</em> = 13). Results showed that the PEERS intervention significantly increased isolated children’s peer interactions and cooperative play, with trends in a positive direction for increased degree centrality. Positive impacts were also seen for two of four measured social-skills outcomes. Buddies in treatment classrooms showed greater gains on two measures of social skills and pragmatic language skills. Study findings suggest that peer-mediated intervention can have positive effects for both isolated target children and implementing buddies, but the mixed effects support the need for further investigation of peer-mediated interventions in preschool settings with larger samples.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 135-147"},"PeriodicalIF":3.2,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144703166","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

Family processes of socializing young children’s persistence in challenging tasks among racial/ethnic diverse low-income families 不同种族/民族低收入家庭中幼儿坚持挑战性任务的社会化家庭过程

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-07-25 DOI: 10.1016/j.ecresq.2025.07.004

Wen Wang , Claire D. Vallotton , Ryan P. Bowles

{"title":"Family processes of socializing young children’s persistence in challenging tasks among racial/ethnic diverse low-income families","authors":"Wen Wang , Claire D. Vallotton , Ryan P. Bowles","doi":"10.1016/j.ecresq.2025.07.004","DOIUrl":"10.1016/j.ecresq.2025.07.004","url":null,"abstract":"<div><div>This study examined how family processes related to the development of young children’s mastery motivation—specifically, their persistence in challenging tasks—vary across racial/ethnic groups in low-income families. We hypothesized that cumulative family hardships and subsequent parental distress would predict parents’ socializing behaviors (that is, autonomy supportiveness, cognitive stimulation, and intrusiveness) and, in turn, influence children’s mastery persistence. The sample was derived from the Early Head Start Research and Evaluation Study (<em>N</em> = 1,558, 51 % boys, 41 % White, 33 % Black, and 26 % Hispanic). Family circumstances were gathered at baseline, parental distress was interviewed at 24 months, and children’s persistence and parents’ socializing behaviors during challenging tasks were observed at 36 months. Results showed that, with the overall sample, the relation between cumulative family hardships and young children’s persistence was mediated through parental distress and observed parents’ cognitive stimulation. Both similarities and variations of the family process were found among the three racial/ethnic groups. Specifically, the mediating role of parental distress was identified only in Black families, but not in White or Hispanic families. Additionally, parental intrusiveness was related to low levels of child persistence only in White families, not in the other two racial/ethnic groups. The mediating roles of parents' autonomy supportiveness and cognitive stimulation were consistent across three groups. These results shed light on the importance of focusing on parents’ positive behaviors, especially cognitive stimulation, and highlighted the necessity of culturally responsive programs to help families foster their young children’s persistence in challenging tasks.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 148-157"},"PeriodicalIF":3.2,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144703175","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

Modeling the mechanisms through which conditions of poverty are associated with late language emergence in young children 对贫困状况与幼儿语言出现较晚相关的机制进行建模

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-07-24 DOI: 10.1016/j.ecresq.2025.07.003

Britt Singletary, Laura M. Justice, Hui Jiang, Winifred Wilberforce, Daniela Avelar

{"title":"Modeling the mechanisms through which conditions of poverty are associated with late language emergence in young children","authors":"Britt Singletary, Laura M. Justice, Hui Jiang, Winifred Wilberforce, Daniela Avelar","doi":"10.1016/j.ecresq.2025.07.003","DOIUrl":"10.1016/j.ecresq.2025.07.003","url":null,"abstract":"<div><div>Children growing up in households that undergo economic hardship experience relatively higher rates of language delay and disorder compared to those growing up in homes with more socioeconomic means. The Family Stress Model provides a conceptual model for understanding how experiencing poverty may influence late language emergence (LLE; aka late talking) in young children at age two years. Using a five-dimensional model, we explore the hypothesis that economic hardship and pressure influence parental psychological distress and relationship conflict, in turn leading to disrupted parenting, which may contribute to LLE in young children. We use 14 key indicators to model these five dimensions of the Family Stress Model in our analytical sample of 246 mothers and their two-year-old children experiencing low income. Results provide support for the Family Stress Model as applicable to understanding the contribution of experiencing poverty to LLE, such that the z-score of the likelihood of a child being identified as a late talker was expected to increase by 0.22 with a one standard deviation increase in disrupted parenting. Our analyses suggest a mechanism through which experiences with poverty may disrupt early language development, although further exploration of the impacts of family dynamics within this crucial developmental period is warranted.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 121-134"},"PeriodicalIF":3.2,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144694484","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 readiness of dual language learners in Migrant and Seasonal Head Start (MSHS): The role of dominant language of classroom interactions and socioeconomic status 移民和季节性领先（MSHS）中双语学习者的入学准备：主导语言在课堂互动和社会经济地位中的作用

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-07-14 DOI: 10.1016/j.ecresq.2025.07.001

Ye Shen , Ji-Young Choi , Yimei Xiong

{"title":"School readiness of dual language learners in Migrant and Seasonal Head Start (MSHS): The role of dominant language of classroom interactions and socioeconomic status","authors":"Ye Shen , Ji-Young Choi , Yimei Xiong","doi":"10.1016/j.ecresq.2025.07.001","DOIUrl":"10.1016/j.ecresq.2025.07.001","url":null,"abstract":"<div><div>Children of migrant and seasonal farm workers (MSFWs) represent a highly disadvantaged and understudied population in the U.S., with unique educational and socio-linguistic needs. This study leverages nationally representative data on children of MSFWs attending Migrant and Seasonal Head Start (MSHS) programs to investigate how Spanish-English dual language learners’ (DLLs’) school readiness skills are related to their dominant language of classroom interaction and family socioeconomic status (SES), particularly maternal education and poverty status. We examined both the direct associations and the interaction between the dominant language of classroom interaction and SES in shaping school readiness skills. Results show that DLLs’ more Spanish-dominant interaction in the classroom, compared to English, predicted higher Spanish literacy skills, with no significant effect on English literacy skills. Poverty status was correlated with weaker Spanish skills. While maternal education was not directly associated with school readiness, it interacted with DLLs’ dominant language of classroom interaction in predicting school readiness. That is, DLLs’ greater Spanish-dominant classroom interaction predicted higher approaches to learning skills, but this effect was observed only for DLLs whose mothers had a high school or higher education. This suggests that Spanish dominance in the classroom may benefit relatively more advantaged children within the MSHS context. By capturing the continuum of dominant language of classroom interaction, this study provides insights into the complex interplay between language experiences and SES factors, offering nuanced implications for promoting school readiness in DLLs from MSFW backgrounds.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 112-120"},"PeriodicalIF":3.2,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144632307","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

Unravelling the pathways among relational language, number ordering skills, and number line estimation performance in Hong Kong kindergarten children 香港幼稚园儿童关系语言、数字排序技巧与数轴估计表现之关系研究

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-07-04 DOI: 10.1016/j.ecresq.2025.06.004

Jenny Yun-Chen Chan , Winnie Wai Lan Chan

{"title":"Unravelling the pathways among relational language, number ordering skills, and number line estimation performance in Hong Kong kindergarten children","authors":"Jenny Yun-Chen Chan , Winnie Wai Lan Chan","doi":"10.1016/j.ecresq.2025.06.004","DOIUrl":"10.1016/j.ecresq.2025.06.004","url":null,"abstract":"<div><div>Prior research has suggested the links from relational language and number ordering skills to number line estimation performance (Chan et al., 2022; Xu, 2019)—an important predictor of math achievement (Schneider et al., 2018). To delineate the developmental pathways among these constructs beyond Western samples, we used a longitudinal dataset collected with Hong Kong kindergartners (<em>N</em> = 255; 50 % male, 50 % female) to test the predictive links among these constructs. We found that children’s relational language knowledge (<em>β</em>s = .21; <em>p</em>s < .01), but not number ordering skills, consistently predicted their later number line estimation performance. Children’s relational language knowledge did not significantly predict their later number ordering skills. Number ordering skills were not a significant mediator between relational language knowledge and number line estimation performance. Specifically, children’s early relational language knowledge did not predict their intermediate number ordering skills, and they in turn did not predict later number line estimation performance. The findings highlighted the importance of relational language in supporting children’s number line estimation performance, informing future research on educational practices. However, at least in the Hong Kong sample, relational language knowledge did not predict children’s number ordering skills, and these skills did not predict their number line estimation performance. The study underscored the importance of examining mathematical skills development beyond the Western countries, and the possibility of different developmental pathways among diverse populations. Understanding these differences is crucial for designing culturally situated, inclusive math instruction that effectively promotes all children’s development.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 101-111"},"PeriodicalIF":3.2,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144562846","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

Exploring the role of early childhood educators’ emotion socialization strategies in the development of young children’s social and non-social play behaviors 探讨幼儿教育者的情绪社会化策略在幼儿社会性和非社会性游戏行为发展中的作用

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-07-04 DOI: 10.1016/j.ecresq.2025.06.005

Tiril Wilhelmsen , Ratib Lekhal , Veslemøy Rydland , Robert J. Coplan

{"title":"Exploring the role of early childhood educators’ emotion socialization strategies in the development of young children’s social and non-social play behaviors","authors":"Tiril Wilhelmsen , Ratib Lekhal , Veslemøy Rydland , Robert J. Coplan","doi":"10.1016/j.ecresq.2025.06.005","DOIUrl":"10.1016/j.ecresq.2025.06.005","url":null,"abstract":"<div><div>It is widely postulated that caregivers’ emotion socialization strategies support children’s positive socio-emotional functioning with peers. However, this theoretical model has been rarely examined empirically in the context of early childhood education and care (ECEC), despite ECEC being a prominent environment for children to practice peer play (a robust marker variable for social and emotional competencies). This study explored the role of ECEC teachers’ emotion coaching and emotion distracting strategies in the development of children’s social and non-social play behaviors over time. Participants were 275 teachers and 487 children (aged 36–57 months) from 123 classrooms in 56 ECEC centers in Norway. Results from multilevel linear mixed modeling analyses indicated that emotion coaching was associated with a steeper increase in social play and steeper decrease in reticent behavior. In contrast, although emotion distracting was also associated with a steeper decrease in reticent behavior, it also predicted a less steep increase in social play. These results suggest that emotion coaching is a supportive socialization strategy for children’s peer relations in ECEC, whereas findings for distracting were more mixed. Using responses from multiple teachers within each classroom to examine both average classroom scores, in addition to minimum and maximum classroom scores, offers a novel insight into the group dynamics of teacher-child interactions in ECEC to support children’s peer relations.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 92-100"},"PeriodicalIF":3.2,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144557286","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