Early Childhood Research Quarterly最新文献

{"title":"Validation of the family investment model in Norwegian families: A longitudinal investigation of family SES, parent cognitive stimulation, and child outcomes","authors":"Ane Nærde ,&nbsp;Silje Hukkelberg ,&nbsp;Agathe Backer-Grøndahl ,&nbsp;Harald Janson ,&nbsp;Kristin Berg Nordahl ,&nbsp;Daniel S. Shaw","doi":"10.1016/j.ecresq.2026.01.002","DOIUrl":"10.1016/j.ecresq.2026.01.002","url":null,"abstract":"<div><div>The family investment model (FIM) is a theoretical framework linking family SES to child developmental outcomes via parental investments such as cognitive stimulation. Although the model has been tested and partially validated in a variety of socio-economic settings, a comprehensive longitudinal validation within a Nordic context characterized by a strong welfare state, a progressive social welfare systems, and relatively low income inequality, is still lacking. We investigated the FIM among Norwegian families using longitudinal, multi-respondent, and multi-method data from child age 6 months to Grade 1 from a large developmental study (<em>N</em> = 1,159). We examined direct and indirect paths from maternal education, paternal education, and early financial stress on maternal and paternal cognitive stimulation, and subsequent effects on children’s vocabulary skills and self-regulation abilities at 4 years. The model was further extended to include children’s academic competence and social skills in Grade 1. The results indicated several significant indirect effects in line with the propositions of the FIM, at both age 4 and in Grade 1. The findings show that what young children bring with them from home in terms of cognitive and non-cognitive skills is central for their future development and achievements, and also illustrate the importance of family background and parental investments within a Nordic socio-economic context.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"75 ","pages":"Pages 145-156"},"PeriodicalIF":3.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145956929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Corrigendum to “Associations between school characteristics and learning gains for pre-K attenders and non-attenders: Important constructs, limited evidence” [Early Childhood Research Quarterly 72 (2025) 182-194]","authors":"Arya Ansari ,&nbsp;Natalie Koziol ,&nbsp;Meghan McCormick ,&nbsp;Kelly Purtell ,&nbsp;Tzu-Jung Lin ,&nbsp;Mary Bratsch-Hines ,&nbsp;Laura Kuhn ,&nbsp;Amanda Witte ,&nbsp;Ximena Franco-Jenkins ,&nbsp;The Early Learning Network Key Investigators","doi":"10.1016/j.ecresq.2025.10.010","DOIUrl":"10.1016/j.ecresq.2025.10.010","url":null,"abstract":"","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"75 ","pages":"Page 25"},"PeriodicalIF":3.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does teacher turnover relate to lower safety and quality in child care settings?","authors":"Todd Hall ,&nbsp;Daphna Bassok ,&nbsp;Justin B. Doromal","doi":"10.1016/j.ecresq.2025.12.010","DOIUrl":"10.1016/j.ecresq.2025.12.010","url":null,"abstract":"<div><div>Child care teachers play a key role in providing the safe environments and warm interactions that parents prioritize when choosing care. High turnover among teachers at child care centers is hypothesized to negatively impact safety and quality, but we have limited empirical evidence on whether the centers that experience high teacher turnover also have low safety and interaction quality. We fill this gap by combining administrative data on teacher turnover and classroom observations with web-scraped data from state licensing inspections reports. We provide descriptive evidence on how teacher turnover relates to licensing violations and teacher-child interaction quality in the universe of licensed, publicly-funded centers in Louisiana. Centers with low annual turnover (less than 20%) were 10 percentage points less likely than centers with high turnover to have critical violations—the most troubling safety issues as defined by the state. Centers that experienced high annual turnover and those with persistently high turnover exhibited significantly lower process quality, with high turnover centers having an average overall CLASS score about 0.3 standard deviations lower than the average for low turnover centers. The findings of this study demonstrate a clear association between higher levels of teacher turnover and lower safety and lower quality teacher-child interactions in center-based ECE settings.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"75 ","pages":"Pages 157-168"},"PeriodicalIF":3.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145962441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Parental educational attainment and children’s mathematical skills: The role of parental expectations and the home environment","authors":"M. Constanza Ayala ,&nbsp;María Francisca Morales ,&nbsp;Carolina Álvarez ,&nbsp;María Inés Susperreguy ,&nbsp;Lucas Galanakis ,&nbsp;Pamela Davis-Kean","doi":"10.1016/j.ecresq.2025.11.003","DOIUrl":"10.1016/j.ecresq.2025.11.003","url":null,"abstract":"<div><div>Parental educational attainment is an important predictor of children’s mathematical trajectories. However, the mechanisms explaining the association between parents’ educational attainment and indicators of mathematical skills remain underexplored. In this study, we analyzed the roles of parental educational expectations and four dimensions of the home environment—absence of negative discipline, warmth/responsiveness, learning materials, and learning experiences—to understand the association between parental educational attainment and children’s mathematical skills (applied problems, calculation, and mathematical fluency). We used two waves of data from a representative cohort of Chilean children (<em>Encuesta Longitudinal Primera Infancia; ELPI</em>), measured first at ages two to three (2012) and followed up five years later (2017). The analytical sample comprised 2042 children (48 % girls; 13 % Indigenous) and their parents (95 % mothers). Structural equation models (SEM) showed that parental educational attainment predicted parental educational expectations, which in turn predicted the home environment. Availability of learning materials predicted children’s mathematical fluency, while learning experiences predicted children’s applied problems and mathematical fluency, although with small effect sizes. Our findings enhance our understanding of how parental educational attainment relates to children’s mathematical skills through the expectations and behaviors of parents in the home environment.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"75 ","pages":"Pages 26-36"},"PeriodicalIF":3.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145657252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Caregivers fine-tune their speech to support children’s word learning during shared book reading","authors":"Laura Diprossimo,&nbsp;Kate Cain","doi":"10.1016/j.ecresq.2025.10.011","DOIUrl":"10.1016/j.ecresq.2025.10.011","url":null,"abstract":"<div><div>The current study investigated whether caregivers adapt their communication to their child’s individual lexical knowledge (fine-tuning) and whether such modulations facilitate children’s word learning during shared book reading. It also examined the influence of book format (print vs. digital) on caregivers’ communicative behaviours. English-speaking dyads (<em>N</em> = 78; Child <em>M</em>_age = 57.74 months) were videorecorded during shared reading sessions with a print and a digital storybook. Caregivers’ use of verbal and gestural scaffolds in relation to target words embedded in the storybooks was coded offline. Before the session, caregivers completed a vocabulary checklist to assess their child’s knowledge of the target words. After the session, children’s word learning was assessed using picture naming, definition, and comprehension tasks. Generalized Linear Mixed Models indicated that caregivers adjusted their verbal, but not gestural, scaffolds to their child’s reported lexical knowledge. This verbal fine-tuning predicted children’s word learning, as assessed through a definition task. Overall, caregivers provided significantly fewer scaffolds in the digital compared to the print format. Theoretical and practical implications of these findings are discussed in light of contemporary literacy practices.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"75 ","pages":"Pages 14-24"},"PeriodicalIF":3.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145492414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Where do I begin to read? Concepts about print support early L1 and L2 word reading in emerging bilingual readers","authors":"Kathleen Hipfner-Boucher ,&nbsp;Meng-Hsun Lee ,&nbsp;Sheila Cira Chung ,&nbsp;S. Hélène Deacon ,&nbsp;Xi Chen","doi":"10.1016/j.ecresq.2025.11.002","DOIUrl":"10.1016/j.ecresq.2025.11.002","url":null,"abstract":"<div><div>Before children learn to read, they develop an understanding of how books, words, and letters work, also known as concepts about print. This is an established correlate of word reading skills. A key remaining question is whether concepts about print predict word reading among learners schooled in a language other than the home language. In this longitudinal study with 95 emerging bilingual children followed from kindergarten to Grade 1, we tested whether concepts about print assessed in kindergarten in English (the home language) predicted word reading concurrently and/or longitudinally in English and French (the language of instruction in school) after controlling for nonverbal reasoning, parental education level, receptive vocabulary, and phonological awareness. We found that kindergarten English concepts about print contributed to significant variance in English and French word reading both concurrently and longitudinally. These results suggest that concepts about print acquired in the home language may enable word reading skills in the language of school instruction among emerging bilingual readers. They align with the emergent literacy perspective that conceptualizes early literacy skills as foundational to the acquisition of conventional forms of literacy, including literacy acquired in an additional language.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"75 ","pages":"Pages 37-45"},"PeriodicalIF":3.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145689504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unique components of preschool children’s externalizing behaviors that relate to the development of early literacy skills: Comparing teacher and parent report","authors":"Christopher J. Lonigan ,&nbsp;Christopher DeCamp ,&nbsp;Eric D. Hand ,&nbsp;Megan E. Hoffman ,&nbsp;Beth M. Phillips","doi":"10.1016/j.ecresq.2025.12.011","DOIUrl":"10.1016/j.ecresq.2025.12.011","url":null,"abstract":"<div><div>Children’s externalizing behaviors are associated with low academic outcomes across development. The developmental cascade model suggests that early behavior problems may contribute to later academic difficulties. However, most prior studies concerning the associations between children’s externalizing behaviors and academic outcomes have been limited by factors related to study design, methodology, and statistical analysis. Consequently, most studies have not been able to address questions about if and how externalizing behaviors influence academic outcomes. The aims of this study were to address these limitations by examining how different dimensions of children’s externalizing behaviors related to growth in early literacy skills during the preschool year. Participants were a racially diverse group (i.e., 51% White, 42% Black, 3% multiracial, 2% Asian, 2% other/specified; 3% Latino/Hispanic) of 1,078 preschool children (mean age = 55.15 months; <em>SD</em> = 3.65; 45% female). Children’s early literacy skills (vocabulary, phonological awareness, print knowledge) were assessed three times during the preschool year (fall, winter, spring). Children’s inattentive, hyperactive/impulsive, and oppositional-defiant behaviors were rated by both teachers and parents during the fall assessment. Most dimensions of externalizing behaviors from both raters were significantly and negatively associated with initial scores on some early literacy skills. Teachers’ ratings were more predictive of early literacy-skill growth than were parents’ ratings, and inattentive-related behavior was more predictive than hyperactive/impulsive- or oppositional-defiant-related behaviors. These results suggest that children’s externalizing behaviors influence the development of early literacy skills, and they have implications for improving identification of, and targeted intervention for, children at risk for future reading difficulties.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"75 ","pages":"Pages 169-179"},"PeriodicalIF":3.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145976470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Family justice involvement in evidence-based home visiting services: Understanding home visitor perceptions and practices","authors":"Dylan B. Jackson ,&nbsp;Shoshana Oppenheim ,&nbsp;Rebecca J. Shlafer ,&nbsp;Rebecca C. Fauth ,&nbsp;Allison West","doi":"10.1016/j.ecresq.2025.12.003","DOIUrl":"10.1016/j.ecresq.2025.12.003","url":null,"abstract":"<div><div>Evidence-based home visiting is a promising service strategy to promote parent and child health and well-being among families who are justice-involved, such as those in which parents are or have recently been incarcerated, under community supervision, or awaiting or undergoing trial. However, few studies have assessed the capacity of evidence-based home visiting programs to adequately acknowledge, support, and meet the needs of justice-involved families. The aim of the present study was to examine home visitor practices, implementation supports (e.g., policies and procedures, curriculum supports), and perceptions of program strength and benefits for parents in justice-involved families. Home visitors were recruited to participate in a web-based survey using a national practice-based research network – the Home Visiting Applied Research Collaborative. Findings from our sample of home visitors (<em>n</em> = 211) indicated that nearly two-thirds (63.03%) had served justice-involved families, with most having served these families within the 12 months prior to the survey. Supervisor support was significantly and positively associated with home visitor practices (e.g., screening, modify content of visits) pertaining to justice-involved families, yet cognitive barriers (e.g., belief that discussing justice involvement will ruin trusting relationship, lead to family drop out) were significantly and negatively associated with these practices. Home visitors’ perceptions of their program’s strengths and benefits for justice-involved families were linked to many implementation supports, as well as home visitor knowledge and self-efficacy. Additional research is needed to better understand and enhance home visiting services for parents in justice-involved families.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"75 ","pages":"Pages 71-83"},"PeriodicalIF":3.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145784433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Participative kindergarten culture, teacher psychological capital, well-being, and teaching for creativity: A job demands–resources analysis","authors":"Chan Wang ,&nbsp;Hongbiao Yin","doi":"10.1016/j.ecresq.2025.09.009","DOIUrl":"10.1016/j.ecresq.2025.09.009","url":null,"abstract":"<div><div>Using the framework of the Job Demands–Resources (JD-R) model, this study examined the effects of participative kindergarten culture and teacher psychological capital (PsyCap) on teachers’ emotions, work engagement, and teaching for creativity. The study involved 1,409 kindergarten teachers in China. The results of covariance-based structural equation modeling and bootstrapping analysis indicated that participative kindergarten culture and PsyCap were positively associated with teachers’ enjoyment, work engagement, and teaching for creativity. Among the three types of teacher emotions examined, only teacher enjoyment showed a weak positive association with teaching for creativity. Work engagement had a stronger effect on teaching for creativity than teacher enjoyment, mediating both the positive association between enjoyment and teaching for creativity and the negative relationship between anger and teaching for creativity. Teacher enjoyment and work engagement served as mediators in the relationships of participative kindergarten culture and PsyCap with teaching for creativity, either individually or sequentially. These findings contribute to the understanding of the JD-R model, teacher emotions, work engagement, and outcomes in early childhood settings and provide insights into teachers’ well-being and outcomes at work.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 175-188"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145266620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating the PERMA model and SWPBS approach: effects on portuguese early childhood teachers’ well-being and children’s self-regulation","authors":"Filipe Piedade ,&nbsp;Tiago Ferreira ,&nbsp;Ana Lemos ,&nbsp;Carolina Guedes ,&nbsp;Diana Alves ,&nbsp;Catarina Grande ,&nbsp;Teresa Leal ,&nbsp;Anastasia Vatou ,&nbsp;Joana Cadima","doi":"10.1016/j.ecresq.2025.09.008","DOIUrl":"10.1016/j.ecresq.2025.09.008","url":null,"abstract":"<div><div>Early Childhood Education and Care (ECEC) teachers’ well-being is crucial for the adoption of educational practices that foster the development of self-regulation skills of children in their classrooms. Promoting these skills in preschool has proven to increase children’s school readiness and future academic achievement. Although interventions using Positive Psychology to address teachers’ well-being and interventions using School-Wide Positive Behaviour Support (SWPBS) to increase children’s self-regulation skills have achieved positive results, these elements have not been addressed simultaneously. In this paper, we measure the longitudinal effects of a one-year intervention, integrating the PERMA model and SWPBS approach into a ten-session training program, on 30 Portuguese ECEC teachers’ well-being and 397 children’s self-regulation skills. Using repeated measures ANOVA and a Latent Difference Score Model, we found statistically significant positive results between pre- and post-testing on teachers’ well-being levels and on children’s self-regulation skills. The results indicate that the combination of the PERMA model and the SWPBS approach can increase the effectiveness of interventions and professional development actions aiming to promote the well-being of ECEC teachers and the self-regulation skills of preschool children.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 189-198"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145261682","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}